listening-for-ielts-pdf-free

Collins
English for Exams
Listening
for IELTS
Fiona Aish £t
Jo Tomlinson
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1
wi
= POWERED BY
COBUILD
HarperCollins Publishers 77-85 Fulham Palace Road
Hammersmith London W6 8JB
First edition 2011
Reprint 10 9 8 7 6 5 4 3 2 1 0
© HarperCollins Publishers 2011
ISBN 978-0-00-742326-2
Collins ® is a registered trademark of HarperCollins Publishers Limited
www.collinselt.com
A catalogue record for this book is available from the British Library
Typeset in India by Aptara
Printed in Italy by LEGO SpA, Lavis [Trento]
All rights reserved. No part of this book may be reproduced, stored in a retrieval
system, or transmitted in any form or by any means, electronic, mechanical,
photocopying, recording or otherwise, without the prior permission in writing of
the Publisher. This book is sold subject to the conditions that it shall not, by way
of trade or otherwise, be lent, re-sold, hired out or otherwise circulated without
the publisher's prior consent in any form of binding or cover other than that in
which it is published and without a similar condition including this condition
being imposed on the subsequent purchaser.
About the authors

Jo Tomlinson has a broad range of experience teaching academic English
and IELTS in both private college and university settings, including online
assessment.
Fiona Aish has managed and taught on various exam and academic English
programmes at private language schools and universities, and has been
preparing students for IELTS for over 10 years.
Jo and Fiona are co-owners of Target English, an English language training

company that specialises in preparing and supporting university students in
the UK.
Authors’ acknowledgements
The authors would like to thank their families, especially their parents, Peter
and Sylvia Tomlinson and Brian and Linda Aish, for their continuing support.
We would also like to thank Jim Leslie, Mike Burrows, Angela Must and Penny
Leslie for their help and advice. And a final word of thanks goes to Howard
Middle, Tasia Vassilatou and the team at HarperCollins.
Contents
Unit Title Topic Exam focus Page number

Introduction u
1 On the move Holidays and travel Completing forms; 8

Matching;
Answering multiple-choice questions
2 Being young Youth Completing tables; Labelling maps or plans; 16
Completing flow charts
3 Climate Nature and the Labelling a diagram; Completing notes; 24

environment Classifying
4 Family Family matters Answering short questions; Completing 32

structures sentences/summaries; Selecting from a list
5 Starting Education Labelling maps or plans; Completing forms; 40

university
Completing notes
6 Fame Culture and Matching sentence fragments; Answering 48

modern society multiple-choice questions; Choosing answers
from a list
7 Alternative Science and Completing flow charts; 56
energy technology Answering short questions; Completing
sentences/summaries
8 Migration People and places Classifying; 64
Labelling a diagram; Completing tables
9 At the gym Health and fitness Completing forms; Answering short 72

questions; Labelling a diagram
10 At the office Employment and Completing tables; 80

finances Classifying;
Completing sentences/summaries
11 Local Language and Answering multiple-choice questions; 88
languages
communication Labelling maps or plans;
Selecting from a list
12 Practice test 96
Audio scripts 102

Answer key 134
Introduction
Who is this book for?
Listening for IELT5 will prepare you for the IELTS Listening test whether you are taking the test for the first time,
or re-sitting the test. It has been written for learners with band score 5-5.5 who are trying to achieve band score
6 or higher.
The structured approach, comprehensive answer key and model answers have been designed so that you can
use the materials to study on your own. However, the book can also be used as a supplementary listening skills
course for IELTS preparation classes. The book provides enough material for approximately 50 hours of
classroom activity.
Content
Listening for IELTS is divided into 12 units. Each unit focuses on a topic area that you are likely to meet in the
IELTS exam. This helps you to build up a bank of vocabulary and ideas related to a variety of the topics.
Units 1-11 cover the key types of questions that you find in the IELTS Listening test. Every exercise is relevant
to the test. The aims listed at the start of each unit specify the key skills, techniques and language covered in
the unit. You work towards Unit 12, which provides a final practice IELTS Listening test.
Additionally, the book provides examination strategies telling you what to expect and how best to succeed in the
test. Exam information is presented in clear, easy-to-read chunks. 'Exam tips' in each unit highlight essential
exam techniques and can be rapidly reviewed at a glance.
Unit structure
Each of the first 11 units is divided into 3 parts.
Part 1 introduces vocabulary related to the topic. A range of exercises gives you the opportunity to use the
vocabulary - clearly and effectively - in a variety of contexts. These exercises also build awareness of the
patterns in words and language items. The vocabulary is presented using Collins COBUILD dictionary
definitions.
Part 2 provides step-by-step exercises and guidance on specific question types that appear in the test. Each
unit covers one section from the test and focuses on three question types. There are explanations and
examples that show you how to approach each question type. Useful tips are highlighted to help you develop
successful test-taking strategies.
Part 3 provides exam practice questions for the same section of the test that you did exercises for in Part 2,
using the same question types. The format follows the actual exam. You can use this as a way of assessing
your readiness for the actual exam.
Answer key
A comprehensive answer key is provided for alt sections of the book including notes on why certain answers are
correct or incorrect. You will also find full audio scripts of all listening exercises at the back of the book. The
answers are underlined in the audio scripts so you can see where the correct answers come in the audio.
Using the book for self-study
If you are new to IELTS, we recommend that you work systematically through the 12 units in order to benefit
from its progressive structure. If you are a more experienced learner, you can use the aims listed at the start of
each unit to select the most useful exercises.
Each unit contains between three and four hours of study material. Having access to someone who can provide
informed feedback on the listening practice exercises is an advantage. However, you can still learn a lot
working alone or with a study partner willing to give and receive peer feedback.
Ideally, you should begin each unit by working through the Part 1 vocabulary exercises. Try to answer the
questions without looking at a dictionary in order to develop the skill of inferring the meaning of unfamiliar words
from context. This is important because dictionaries cannot be used during the actual exam. Avoid writing the
answers to vocabulary exercises directly into the book so that you can try the exercises again once you have
completed the unit.
Work through the Part 2 listening exercises from beginning to end. It is important to study the notes about each
of the question types so that you become familiar with how to approach the different question types in the test.
Doing this will also help you develop more general skills for listening. The strategies covered should be
thoroughly mastered so that during the actual exam you are fully prepared for each section and can focus on
'listening'. All learners, including those who are working on their own, should attempt the listening tasks as
listening is a skill that can only be improved through extensive practice. At the same time, you should aim to
become well- informed about a wide variety of subjects, not just those covered in the book. The IELTS
Listening test can cover almost any topic considered to be within the grasp of a well-educated person. Listening
regularly to English language news programmes and lectures can help with this, too.
Part 3 contains exam practice questions. After you have done the test, it is a good idea to spend some time
reviewing why certain answers are the correct ones. For this reason we suggest you approach this part in the
following way.
First do the test. Here, you focus on answering the questions correctly. You should try and complete Part 3
within the time limit set and listen only once, as this gives you the opportunity to practise under exam
conditions. Do not look at the audio script at the back of the book while doing the test. After you have finished
listening, make sure the format and spelling of your answers is correct. Then, check your answers using the
Answer key.
Then learn from the test. Here, you focus on understanding why certain answers are the correct answers.
When you have checked your answers, you can listen again to try to hear any answers that you missed.
Reading the audio script at the same time as listening to the recording will help you to develop your listening
skills and identify answers. Remember that the answers are underlined in the audio scripts.
Unit 12 is a complete practice listening test. This unit should be done under exam conditions.
You should answer all four sections consecutively and listen only once. Please also take into account the
timings for the breaks within the sections. Normally, in the actual test you would keep 1Ũ minutes aside to
transfer your answers. Please bear this in mind when doing Unit 12.
The International English Language

Testing System (IELTS) Test
IELTS is jointly managed by the British Council, Cambridge ESOL Examinations and IDP Education, Australia.
There are two versions of the test:
• Academic
• General Training
Academic is for students wishing to study at undergraduate or postgraduate levels in an English-medium
environment.
General Training is for people who wish to migrate to an English-speaking country.
This book is primarily for students taking the Academic version.
5
The Test
There are four modules:
Listening 30 minutes, plus 10 minutes for transferring answers to the answer sheet NB:
the audio is heard only once.
Approx. 10 questions per section Section 1: two speakers discuss
a social situation Section 2: one speaker talks about a non-
academic topic Section 3: up to four speakers discuss an
educational project Section 4: one speaker gives a talk of general
academic interest Reading 60 minutes
3 texts, taken from authentic sources, on general, academic topics. They may contain
diagrams, charts, etc.
40 questions: may include multiple choice, sentence completion, completing a diagram, graph
or chart, choosing headings, yes/no, true/false questions, classification and matching exercises. Writing
Task 1: 20 minutes: description of a table, chart, graph or diagram (150 words minimum)
Task 2: 40 minutes: an essay in response to an argument or problem (250 words minimum)
Speaking 11-14 minutes
A three-part face-to-face oral interview with an examiner.
The interview is recorded.
Part 1: introductions and general questions (4-5 mins)
Part 2: individual long turn (3-4 mins) - the candidate is given a task, has one minute to
prepare, then talks for 1-2 minutes, with some questions from the examiner.
Part 3: two-way discussion (4-5 mins): the examiner asks further questions on the topic from
Part 2, and gives the candidate the opportunity to discuss more abstract issues or ideas.
Timetabling Listening, Reading and Writing must be taken on the same day, and in the order listed above.
Speaking can be taken up to 7 days before or after the other modules.
Scoring Each section is given a band score. The average of the four scores produces the Overall Band
Score. You do not pass or fail IELTS; you receive a score,
IELTS and the Common European Framework of Reference
The CEFR shows the level of the learner and is used for many English as a Foreign Language examinations.
The table below shows the approximate CEFR level and the equivalent IELTS Overall Band Score:
I CEFR description CEFRcode IELTS Band Score
Proficient user C2 9
(Advanced) C1 7-8
Independent user B2 5-6.5
(Intermediate - Upper Intermediate] B1 4-5
6
This table
IELTS contains the general descriptors for the band scores 1-9:
Band
Scores
9 Expert user Has fully operational command of the language: appropriate, accurate and fluent with
complete understanding.
8 Very good user Has fully operational command of the language, with only occasional unsystematic
inaccuracies and inappropriacies. Misunderstandings may occur in unfamiliar situations.
Handles complex detailed argumentation well.
7 Good user Has operational command of the language, though with occasional inaccuracies,
inappropriacies and misunderstandings in some situations. Generally handles complex
language well and understands detailed reasoning.
6 Competent user Has generally effective command of the language despite some inaccuracies,
inappropriacies and misunderstandings. Can use and understand fairly complex
language, particularly in familiar situations.
5 Modest user Has partial command of the language, coping with overall meaning in most situations,
though is likely to make many mistakes. Should be able to handle basic communication in
own field.
A Limited user Basic competence is limited to familiar situations. Has frequent problems in understanding
and expression. Is not able to use complex language.
3 Extremely limited Conveys and understands only general meaning in very familiar situations. Frequent
user breakdowns in communication occur.
2 Intermittent user No real communication is possible except for the most basic information using isolated words
or short formulae in familiar situations and to meet immediate needs. Has great difficulty
understanding spoken and written English.
1 Non user Essentially has no ability to use the language beyond possibly a few isolated words.
0 Did not attempt the No assessable information provided.
test
Marking
The Listening and Reading papers have 40 items, each worth one mark if correctly answered. Here are
some examples of how marks are translated into band scores:
Listening: 16 out of 40 correct answers: band score 5
23 out of 40 correct answers: band score 6
Reading 15 out of 40 correct answers: band score 5
Writing and Speaking are marked according to performance descriptors.
Writing: examiners award a band score for each of four areas with equal weighting:
• Task achievement (Task 1)
• Task response (Task 2)
• Coherence and cohesion
• Lexical resource and grammatical range and accuracy
Speaking: examiners award a band score for each of four areas with equal weighting:
• Fluency and coherence
• Lexical resource
• Grammatical range
• Accuracy and pronunciation
For full details of how the examination is scored and marked, go to: www.ielts.org
7
1 On the move
Aims: Predicting answersI Understanding synonyms and paraphrasing
Completing forms I Matching I Answering multiple-choice questions
Parti: Vocabulary
Match the words a-h to the pictures 1-8.

a customers ------ c staff ____ e tour guide _____ g travel agent _____
b passenger ___ d receptionist _____ f tourist _____ h waiter ____
Learning words related to a topic is a good way to increase your vocabulary for the IELTS
Listening exam. Complete the passage about hotels below with the words a-h. There are two
possible answers for four of the gaps.
a alternative c old-fashioned e sufficient g traditional
b common d reasonable f suitable h unique
The Grand Hotel was built in 1900 and has a(n) (1) ________________ style; there is nothing
like it in the local area. Although the interior design is (2)___________________ , the facilities
are modern. The hotel has a conference centre and meeting rooms so it is
(3) ___________ for business purposes.
Listening for IELTS

A(n) (4) ____________ option is the Hotel Royal, which is a(n) (5) ________________ choice for
tourists because the prices are (6) ________________ , and it is next to the beach. The hotel
is not modern; in fact it is quite (7) ________________ and in need of minor repair, but it is
(8) ___________ for a short break.
Match the words 1-8 with their synonyms a-h.
1 suitable _________ a conventional

2 traditional _________ b frequent
3 alternative _________ c dated
4- unique __________ d other
5 old-fashioned _________ e adequate
6 reasonable ________ f appropriate
7 sufficient ________ g fair
8 common ________ h individual
Choose the sentence which does not mean the same as the key sentence.
1 The price of dinner was reasonable.
a I thought the meal was a fair price, b The bill for dinner was
not too expensive, c That meal was overpriced.
2 Three hours will be sufficient to see all of the art gallery.

a Three hours should give you enough time to see everything in the art gallery,
b I think three hours is an adequate amount of time for viewing the art gallery,
c You'll be unlikely to see all the art gallery in three hours.
3 I don't think this hotel is suitable for children.

a This hotel is quite satisfactory for families, b I wouldn’t recommend bringing under
18s to this hotel, c This hotel isn't appropriate for minors, in my view.
4 Heavy rain is common in this area at this time of year.

a There is often bad weather here at this time of year, b At this time of year
there are occasional storms around here,
c In this region rain is frequent at this time of year.
Holidays and travel

Exam tip: Before you listen, try and predict what the answers will be. This will help you focus your mind as
you read the questions before you hear the recording and
Part 2: Practice exercises enable you to make better guesses. Ask yourself the following
questions:
• What is the subject of the answer? For example, is it a name, a date, a country?
• What word fits grammatically? Is it a noun, a verb, an adjective or an adverb?
• What is the function of the answer? For example, is it a comparison, a List, an instruction, a
label, a question?
You are going to listen to two university students discussing their holiday plans. Look at the
01
listening task below and predict the kinds of answers you are listening for.
CD1
Listen and write the missing information. Write NO MORE THAN THREE WORDS AND/OR A
NUMBER for each answer.
Jenny’s holiday plans
Predictions Answer
Destination: 1 k
Length of holiday: 2 5
Type of holiday: 3 6.
Now check your answers.
Read the sentences 1-6 below and predict the answers based on the content and grammar
01 of each sentence.
CD1
Listen to the same conversation as you heard in Exercise 1 and complete the sentences.
Steve’s holiday plans
Predictions Answers
1 Steve is going on holiday for

4 Steve is going on holiday for
2 He
3 He is
is going
going on
on holiday
holiday in
with his
order
5 He is going on holiday with his
6 He is going on holiday in order

French. French.
10 Listening for IELTS

Unit 1
© Exam information: Form completion (1)
In the IELTS Listening exam, you may have to complete a form. This question type can often be found
in Section 1. Normally, each answer is one or two words. In Section 1, the information is factual; for
example, dates, places and times.
Look at the form below. If this were an exam task, what kind of information would you be
listening for {place, time, name, date)?
OUTBOUND FLIGHT DETAILS

1
Full name: Telephone
07*753 zmoi
number: Flight
JK HOI
number: Depart:
London Heathrow
Arrive:
2 ________________
Departure time: Date
3 ____________
of travel:
u ________________
The information needed to complete a form can be expressed in different ways. Look at the
examples 1-7 below and write name, date, or time next to each one.
1 Mr R. D. Davison _____________
2 Ten fifteen ____________
3 Ronald Davison ... D-A-V-l-S-O-N (spelling) ___________________
u July twenty-third _______________
5 A quarter past ten ____________
6 Davison ___ Ronald Davison _____________
7 The twenty-third of July _______________
Exam tip: When you complete a form, it is important to spell the names of people and places
correctly. Any words you are not expected to know will be spelled out. Example: Mr Forsythe: F-O-
R-S-Y-T-H-E
Words you are expected to know will not be spelled out.
Example: 23 North street
Holidays and travel 11

05 Complete the form below. Write NO MORE THAN THREE WORDS AND/OR A NUMBER for
02
each answer.
CD1
ROOM BOOKING
1 Duncan
Name:
5762 23821
Telephone number:
Date of arrival:
23rd September
Date of departure:
Twin room £ _____
Room type:
3
Cost:
u
Payment method:
Exam tip: In the IELTS Listening exam, it is very unusual for the words you read to be the words
you hear on the recording. You should listen for different ways of expressing the same idea.
Exam information: Matching (11

In the IELTS Listening exam, you may have to match pieces of information. Such tasks can be
found in any section of the exam.
Look at the listening task below. If this were an exam task, you would have to match the tour
operators with the type of service they offer. Match the sentences 1-6 that describe a service
with the services a-d in the listening task.
1 The service is fast ______
2 If you have your student card, there is a cheaper rate ___________
3 This has the lowest prices _______
u It is only £3.50, which is the least expensive ticket __________
5 The service isn't very regular. _______
6 There is 10% off for students ________
Tour Operator Service I
1 Stanford Coaches a offers the cheapest fare
2 ABSEL Buses b has an infrequent service
3 Grey Bus Company c runs an express bus
u Flyers Coach Company d has a student discount

Unit 1
7 Listen to the conversation between a customer and a travel agent. Match the hotels to the
facilities they offer. Write a-d next to questions 1-4.
1 Hotel Sunshine a fitness facilities
2 The Highland Hotel b business facilities

3 Hotel Carminia c training courses for water sports
4 The Royal d entertainment facilities
Exam information: Multiple choice (1)

In the IELTS Listening exam, there are different types of multiple-choice questions. The first type has a
number of questions, each of which has three answer options. You have to choose the answer option
which is correct according to the recording. This is called a multiple-choice single-answer question.
Look at the multiple-choice single-answer question below and three ways of expressing the
same question.
Why can't John go on the boat trip? = Why isn't it possible for John to go on the cruise?
= Why can't John go sailing ? = Why isn 't it possible for John to take part in the boat trip ?
a He doesn't feel well, b He has
booked theatre tickets, c He is scared
of the water.
Think of two other ways of expressing each answer option a-c.
O’ Listen and choose the correct answer.

04
CD1 1 Why can't John go on the boat trip?
a He doesn't feel well, b He has
booked theatre tickets, c He’s scared
of the water.
0 1
05
10 Listen and answer the questions about John and Sam’s holiday.
Where does Sam recommend going for dinner?
CD1 a Joe's Café b The Captain's Table c
Mangan’s
2 Who is going to reserve the table?

a John b Sam
c The hotel receptionist
Holidays and travel 13

Part 3: Exam practice
Exam tip: Don't always write down the first thing you hear. The recording often refers to a
number of possible answers, but only one answers the question correctly.
Look at this example conversation between a tourist and a travel agent about the date of a flight:
Tourist: I'd like to fly out on the twenty-third of July ... that’s the Sunday, isn’t it? Travel agent:
No, that's the Saturday ... the twenty-fourth is the Sunday ...
Tourist: Then the twenty-fourth ... Yes, I'd like to go on the Sunday.
The answer would be July 24th, not July 23rd.
SECTION 1 QUESTIONS 1-4

Complete the form below.
os
Write NO MORE THAN TWO WORDS AND/OR A NUMBER for each answer. I
I City Bus Tour Booking Form i 06
CD1
Number of passengers: 2
Passenger name(s): Susan Field and James 1
Contact telephone number: 07988 2
Hotel: 3
Bus tour time: u p.m.

Bus tour date: 14th August
QUESTIONS 5-6
907
CD1
Choose the correct letter A, B or c.
5 Why does a ticket for the museum cost £10?

A The money is needed to fix parts of the building.
B The collection of Latin American art is unique, c It is
the only art museum in Europe.
6 The tourist office assistant suggests going to the next town for a good restaurant because A they
overlook the sea.
B the restaurants are bigger, c there are more
restaurants to choose from.
Listening for IELTS

QUESTIONS 7-1D
Match the restaurants with their descriptions. Q
07
CD
Write ONE letter A-E next to questions 7-10. 1
7 The Belleview ___________

8 The Lighthouse Café ___________________
9 Harvey's ___________
10 Stonecroft House ___________
A It is visited by famous people who work in entertainment.

B This restaurant has recently been bought by a new family,
c One family has managed the restaurant for over 100 years
D It is expensive but serves high quality food.
E It has been decorated in a modern style.
Holidays and travel

2 Being young &ề&
Aims: Following instructions I Using the correct format I Building words

Completing tables I Labelling maps or plans I Completing flow charts
Parti:
Vocabulary
Match the pictures 1-3 above with the words a-e. More than one option may be possible.
a a child ______ c a baby e a toddler ___

b an infant ____ d an adolescent ___
Match the words 1-5 with the definitions a-e.
1 youth ___ a the period between childhood and maturity

2 youth hostel ____ b a place that provides leisure activities for young people
3 youth club __ c inexpensive accommodation for young people travelling cheaply
4 youth culture ____ d a person between the ages of thirteen and nineteen
5 teen/teenager _____ e distinct styles, behaviours, and interests characterised as being
of and from young people
Understanding word formation is very important, as your answers will need to be

grammatically correct. Complete the table with the correct word forms. The first one is done
for you.
Verb Noun Adjective Adverb
act action/activity active actively
motivate 1 ____________ 2____________

u practiced/practising
5 6 7 successfully
8 instruction 9 10
concentrate 11 ___________ 12___________
13 __________ capable 14- ________
Listening for IELTS

15 ___________ 16 ___________ expressive 17 ________Unit 2
Youth 17
Complete the sentences 1-4 with the correct word form of act.
1 I'm a very____________ person.
2 I always _____________ quickly in emergencies.
3 I do lots of different _________________ in my spare time.
u I always participate __________________________ in class.
Read what the young people below do outside school and complete the texts with the correct
word form of the words in the box. You will need to use some words twice.
act concentrate instruct practise motivate succeed
James: At the moment I’m studying for my exams, so I'm

not very (1) _____________ I haven’t played any sports for
ages! I'm trying to (2) _________________ on my revision as I
want to pass all my exams. I do have guitar lessons every
Thursday, though, which I really enjoy. My (3) ________________
is fantastic, and he encourages me. I really should (A] more,
though!
Helen: I love playing sports, and I go to hockey

(5 ) _________________three times a week. I know that's quite a
lot, but I'd like to play hockey professionally, and this goal
(6 ) __________________ me to work hard. I also play tennis and
football, and I go swimming twice a week. I have an annual
membership to the local sports centre as I’m there every day!
Mike: I really Love computers and spend a lot of my time creating

computer games for fun. Lots of people say computer games are a
bad thing, but I think these games
take a lot of (7) _____________ ; you need to keep your mind
on the game at all times. I suppose sitting in front of a
computer is not the most (8) ________________of hobbies, but
I’d like to be a(n) (9) _____________ designer of computer
games one day.
Listening for IELTS

Exam tip: It is important to answer questions using the
Part 2: Practice exercises correct format. Look carefully at the layout and the style used
in the questions. For example:
• How are names written? First name only? Surname only? First name and surname? Are initials
used?
• How are numbers expressed? In words? In figures? As percentages?
Look at the table below which shows the exam results of two students. Choose the
correct options a-h to complete the table.
Exam results
Student name Subject
1
Brian Andrews 67.5%
English _%
2 ____________ 3 ____
a french b c Charlotte d e Charlotte Black f fifty-six g 56.7%
French c Black point seven h 56.7
Exam information: Table completion {11
In the IELTS Listening exam, you may have to complete a table. This question type can be found
in any section of the exam.
You have to complete the table with words or options from a list.
02 Listen and complete the following table. Write NO MORE THAN TWO WORDS AND/OR A
08
CD1 NUMBER for each answer.
Shimmers Dance Classes Timetable
Class Instructor Day Time Price
Ballet 1 Tuesday 6.30-8.00 2 f
Janine 7.00-8.00 £7.50

Ta Andrew Saturda 5 8.30- _ £11.00
p y
Exam tip: If the instructions state that your answer should be one or two words, do not write three
words. If you write three words, your answer will be marked incorrect.

3
O Answers can be more difficult than names and numbers. You are going to hear a talk about
09
CD1 websites for young people. Listen and complete the table. Write NO MORE THAN TWO WORDS
AND/OR A NUMBER for each answer.
1 Website Age range Useful for:
Playtime Online 4-6 Learning skills for games

Moving Up 1 Developing maths and language skills
Net Aware 12-16 Understanding 2
Chat Electric 13-16 Making 3

u 16-18 Exam hints and tips
o Exam information: Labelling a map or plan (1)

c In the IELTS Listening exam, you may have to label a map or plan. This question type
) can be found in any section of the exam.
) There will be some visual information (a map or plan) which you have to label by
s writing the information yourself or choosing the answer from a list of options. The
) information you need in order to answer the questions is in the same order as it is on
) the recording.
Look at the plan of a summer camp in Exercise 5. Match the phrases a-f with the places on the
map 1-3. You will need to use each number twice.
a right next to the washrooms d the furthest away from the river
b beside the river e in the centre of the camp
c at the riverfront f right in the middle of everything
5 Listen and label the plan below. Write NO MORE THAN THREE WORDS AND/OR A 10
Listening for IELTS

Unit 2
© Exam information: Flow chart completion 11)
In the IELTS Listening exam, you may have to complete a flow chart. A flow chart is a diagram that shows
the order in which things happen, or a process. Each box usually shows a separate stage in the order or
process. The boxes are normally separated by a line or arrow, which shows the flow or order. This question
type can be found in any section of the exam.
You have to complete the flow chart by writing up to three words and/or a number, or choosing the answer
from a list of options.
6 Look at the flow charts A and B below and read the information in Texts 1 and 2. Match A and B with
1 and 2.
Text 1 play and two substitutes) and then elect a captain for
If you want to come on this French exchange trip then your team. Fill in an application from the sports club
you will need to complete the admission form. If you and list your team name, members and captain on the
aren't a member of the French exchange club, you will form. Then, pay the £10 entrance fee. We will then
need to become a member of the club at the same send you the times and dates you will play at. When
time as completing the admission form. After you you receive these, you will need to call and confirm
have completed the form you will need to pay the visit with our club secretary that you can attend all the
deposit. This is £45. After you have done this, we will dates. Once you have done this, we will also send you
send you a letter confirming your place. an invitation to the tournament opening event, which
Text 2 will take place in our club house the evening before
To enter the five-a-side football tournament, you firstly the first match.
need to make sure you have a team of seven (five to
Chart: Chart:
Youth 21
Write the correct information from the Texts 1 and 2 in Exercise 6 in the flow charts. Use the
number of boxes and the lines or arrows to help you. For this exercise ONLY you may write as
many words as you like.
8 You are going to hear a talk about completing the Duke of Edinburgh’s Award. Listen and
11 ' complete the flow chart below. Write NO MORE THAN THREE WORDS AND/OR A NUMBER
CD1 for each answer.
Getting the Bronze Award
Listening for IELTS

Unit 2

Q12
Complete the table below. CD1
Write NO MORE THAN TWO WORDS AND/OR A NUMBER for each answer. Park Hill Teen Programme
Class Day Teacher
Jazz Wednesday Diana

1 Thursday Diana
Baseball Saturday 2
3 Sunday Steve
Skateboarding Monday Steve
L Tuesday (to be confirmed) Stella
013
QUESTIONS 5-7 CD1
Label the plan below.
Write NO MORE THAN TWO WORDS AND/OR A NUMBER for each answer.
Swimming Pool
Skate
Gym
Arena
Reception
Youth 23
Unit 2
QUESTIONS 8-10 13
CD1
Complete the flow chart below.
Youth 24
Nature and the environment
3 Climate
Aims: Spelling words correctlyI Understanding the sequence of events
Following a conversation I Labelling a diagram I Completing notes Classifying
Parti: Vocabulary
Match the pictures 1-6 above with the words a-f.

a a blizzard ________ c a drought ________ e lightning ____
b a flood ________ d a hurricane ______ f a heat wave
Exam tip: In the IELTS Listening exam, you are expected to recognise and be able to spell a
variety of non-technical words. If you spell a word incorrectly, your answer will be considered
incorrect. Spelling abstract nouns is easier if you know some common endings, for example -ity,
-tion, -merit, -ness.
Listen and write the words 1-9. First you will hear the word and then you will hear the word in a
sentence.
1 __________ u __________ 7 __________

2 __________ 5 __________ 8 __________
3 __________ 6 __________ 9 __________
Complete the sentences 1-8 with the words a-h to form common weather collocations.
Listening for IELTS

You can use one word more than once.
a clear c heavy e light g strong
b flash d high f scorching h thick
1 There is a chance of __________ / ____________ rain in the morning, so take an umbrella

with you.
2 There are ___________ winds on the coast, so be very careful if walking near the cliffs.
3 __________________________________________________________________________________ There
have been______________________________ floods in the south of the country and many people have
had to evacuate their homes at short notice.
u The north has been affected by ______________ snow, and many people are snowed in at
home.
5 Today will be sunny with _____________ blue skies.
6 There is ____________ fog in the west and driving might be dangerous.
7 __________________________________________________________________________________ There
will be _____________________________ temperatures in the afternoon today, so make sure you drink
plenty of water.
8 We advise people not to take their children out in the _________________ heat.
Underline the odd one out in the groups of words 1-4 below and say why it is different.
Example: cool /hot / warm / balmy/ rainy 'Rainy' is different: it
does not describe temperature.
1 precipitation / moisture / humidity / atmosphere ____________________________
2 global warming / climate change / greenhouse effect / ozone layer ---------------------------------------------
3 tidal wave / hurricane / cyclone / gale _______________________
u fog / haze / mist / drizzle _______________________
In the IELTS Listening exam you need to understand the sequence(or order) of ideas
and/or events. Draw a table like the one below and put the sequencing words and phrases
in the correct group. Some can go into more than one group.
during initially simultaneously
eventually moving on to the next phase/step
finally next ultimately
former previously when
in the end prior
Before After At the same time Transition from one stage to another I
6 Complete the passage with the words a-h.

a during e simultaneously
b initially f the next step
c then g ultimately
d prior h when
Preparing for a Heat Wave

Make sure you are always prepared for any kind of extreme weather (1) __________________
to it occurring. You can do this by checking the weather forecast regularly. Heat waves can
often be predicted days and even weeks in advance. Heat waves are
(2) ___________ seen as fun, a chance to get outside in the sun, and a hazard, which
can cause illness. Make sure you drink plenty of water (3) _________ this time,
otherwise you may become dehydrated. (4) _______________ you feel hot, try to find some
shade.
It is also important to watch for signs of heatstroke. A person may (5) __________________
become slow and lethargic, and (6) ______________ become confused or incoherent. If you
see these second symptoms, get the person into the shade immediately and give them
water. If the symptoms do not go away instantly, (7) ________________ would be to call an
ambulance. If left untreated, heatstroke can (8) _________________ lead to death.
Underline the correct words in the sentences 1-6.

1 Many people do not believe that pollution has disastrous long term effects on the environment,
but eventually/ finally they will have to accept the overwhelming evidence.
2 There was no former/prior warning of the storm; it took everyone in the village by surprise.
3 I was the only person standing under the large tree during/when the rain came so I was lucky and
didn't get wet.
u Here is the weather forecast for today. Initially /Previously it will be sunny, but cloud will develop
later in the afternoon.
5 If a hurricane strikes, the first thing to do is get inside. Next / The next step you should shut all the
windows and doors.
6 The effects of global warming will be seen in the future, eventually/ultimately leading to a dramatic
rise in sea levels and eventually/ultimately flooding vast areas of low lying Land.
Listening for IELTS

2: Practice exercises
In Section 3 of the IELTS Listening exam, you will hear up to four speakers and it is important
to recognise the speakers.
You are going to hear a conversation with four speakers: John, Steven, Linda and Joanne. Listen
and write how many times you hear each speaker. Two have been done for you.
John 3_ Linda 2_
Steven ___ Joanne
© Exam information: Classification (1)

In the IELTS Listening exam, you may have to decide which category or group items belong to. The
categories are usually lettered (A, B, c, etc.) and the items are numbered (1, 2, 3). Your answer is
usually a letter.
1
_ , _
Match the places 1-6 with the categories a, b or c.
a Continent 1 Paris
2 Asia
3 Brazil
b Country Ỉ* Europe
5 Vietnam
c City 6 Tokyo
Exam tip: Before you listen, think how the categories and items might be related, and try to think of
other words that express these categories and items. One group, either the items or the categories,
will probably be paraphrased.
You are going to hear a group of students talking about their Natural Earth presentation. Listen
and match the tasks 1-5 with the person who will do them (a-c).
Natural Earth presentation: Who is doing which tasks?
a Alice 1 organise the research
2 make the PowerPoint presentation
b Karl 3 source cloud images
u write cue cards
c Jenny 5 present the conclusion

0 Exam information: Labelling a diagram (11
In the IELTS Listening exam, you may have to label a diagram which describes a process. This question
You have to complete the diagram by writing the information yourself or choosing the answer from a list
of options. You will need to study the diagram before you listen to understand the order of events. The
information you need in order to answer the questions is in the same order as it is on the recording.
Exam tip: You may know the answers due to your general knowledge, but your answers cannot depend
on that: you will need to listen for to what the speakers say to identify the answer.
Look at the diagram which shows how acid rain is formed. Use the clues in the diagram and put
the events a-d in the order they occur.
a The wind carries the mixture of pollutants high into the atmosphere, b These fall in
wet and dry forms, c Polluting emissions from cities enter the atmosphere, d The wet
form runs into rivers, causing more pollution.
Acid rain Combine with elements in the
atmosphere and form 3
i i Wet
Sulphur dioxide emissions from 1 deposition e.g.
and smelters rain 4 ________
Dry deposition ỵ e.g.

Nitrogen oxide emissions from car dust or smoke ■
exhausts and 2________________
Listening for IELTS

Unit 3
Exam tip: If you have to label a diagram, always write the words you hear on the recording;
do not use your own words.
You are going to hear two students discussing an assignment. Listen and complete the diagram in
17 Exercise u. Write NO MORE THAN THREE WORDS AND/OR A NUMBER for each answer.
CD1
o Exam information: Note completion 11)

? In the IELTS Listening exam, you may have to complete notes. This question type can be found in any
section of the exam. You will need to think about the topic and look at (the notes carefully to decide what
kind of word fits grammatically in each space.
Read the notes and write what kind of word completes each space
grammatically: a noun,
a verb or a quantity/amount?
Lightning Safety: Presentation Plan

Part 1: Planning for lightning
• Important to be prepared
• Go inside before it 1 _____________
Part 2: If inside
• Stay away from water, doors, windows, and telephones
• Turn off 2 ____________
Part 3: If outside
• Avoid trees, open spaces, and metal objects
• If the lightning comes near you, 3 _______________ and cover your ears
Part 4: If someone gets hit

• Get help from a u _____________
• Call an ambulance
• Don't worry: 5 _____________ of lightning victims survive!
Think of words related to the topic of ‘lightning and safety’ that could complete the notes
above.
You are going to hear two students talking about a project. Listen and complete the notes 18 in
Exercise 6 above. Write NO MORE THAN THREE WORDS AND/OR A NUMBER for each
CD1 answer.
Nature and the environment 31

SECTION 3 Q
19
CD1
QUESTIONS 1-3
Complete the notes below.
Write NO MORE THAN THREE WORDS AND/OR A NUMBER for each answer. Project
suggestions: pros and cons

Localised weather conditions
Problem: Not enough time for 1 ______________
Seasons
Problem: Too 2 _____________
Extreme weather conditions

Advantage: Easier to 3 _____________ into different sections, more interesting
QUESTIONS 4-7 o
19
CD1
Who will cover the following weather conditions?
A Alex B
Emma c
Tom
D None of them
Write the correct letter, A, B, c or D next to questions 4-7.
u blizzards ________________
5 floods _________________
6 drought _______________
7 cyclones _______________
Listening for IELTS

Unit 3
QUESTIONS 8-10 Q20
Complete the diagram below. Write NO MORE THAN THREE WORDS AND/OR A CD1 NUMBER for each
answer.
Nature and the environment 33

I* Family structures
Aims: Signposting and structuring I Using dependent prepositions
Answering short questions I Completing sentences/summaries Selecting from a list
Parti: Vocabulary
Match the words a-d with the family trees 1-4 below.
a an extended family _______
b a step-family _____
c a nuclear family ______
d a one-parent family ______
Listening for IELTS

Unit u
Read 1-8 and complete the words.
1 a member of your family r at (nj

2 to legally become husband and wife in a special ceremony m ____ y (vỉ
3 a father or mother p ____ nt (n)

A money or property which you receive from someone who has died in _______ an __ (n)
5 all the people in a family or group who Live together in a house
6 when two people are this, they have agreed to marry each other h _______ h__d (n)
7 take someone else's child into your own family and make him/her
e__a_ed (ad/1
legally your son or daughter
8 the child of your uncle or aunt a__pt [vi
Match the verbs 1-10 with the prepositions a-j that usually follow them. (n)
1 participate. a with (person] exam, your answers will need to be

about [thing] grammatically correct. It is important to
2 struggle ____ read the questions carefully and decide
b with
3 disapprove what kind of word is missing. For
c from example, some words must be
A concentrate
d of followed by specific prepositions, and
5 succeed ____ knowing which these are will help you
e in
write a grammatically correct answer.
6 care (look after)
f at When you learn new verbs, make sure
7 refer _______ you know if they have a dependent
g to
8 suffer ______ preposition. A good dictionary will
h on usually tell you this.
9 agree ______
i in
10 aim ________
j for
Exam tip: In the
IELTS Listening
Complete the sentences 1-8 with verbs and prepositions from Exercise 3. You may need to change
the verb form.
2
Some people __________ 1 Family members don't always ______________ each
3
The government plans are other. In fact, they often argue!
4 Marion ____________ her elderly mother, who is very frail.
Young mothers often _________
5 unmarried couples living together; they think it's wrong.
___________ helping poor families.
looking after their newborn babies; the first couple of
6 Children should months can be very difficult.
many physical activities when they are young to keep
them fit and healthy and help them socialise.
Parents can ____________ many government websites for information about family
support.
Today, some mothers are the main earners in families while the father stays at home and
______________ raising the children as his main responsibility.
8
Family matters 35
Here are two people talking about their families. Guess the missing words 1-9. They are all from
Exercises 1-4.
Jenny
My family isn’t very big. There's just my son and me. I’m a single (1) ________________ For the
last ten years I've been (2) ___________ on looking after my son James, who is now fourteen.
But now I’ve met someone special and we've just got (3) ______________ ! My fiance has four
kids of his own and we’re going to get married in July. James is really excited about it; he’s looking
forward to having brothers and sisters in his new (4] ______________________ family!
Sheila
We live as one big (5)___________ family. There are seven of us in our (6) ______________ Besides
my husband and me and our children, there's my aunt and two of my (7) ________________ I stay
at home and (8) care ___________ my mother because she's quite old and can't look after
herself. Obviously, we (9) ____________ from a lack of space in the house, but we all get
on well.
(^\ Now listen and check your answers.

21
CD1
36. Listening for IELTS

part 2: Practice exercises
Exam tip: In Section 4 of the IELTS Listening exam, you will hear an
academic lecture. When you listen to a lecture, it is important to be able to identify the key points and understand
which direction it is taking. You can do this by identifying signposting words and phrases. For example, the
function of 'but' is to introduce contrasting information.
What is the function of the signposting words in italics in the sentences 1-8?
a to give further information e to indicate order
b to contrast f to give a reason/reasons
c to emphasise g to repeat or clarify

d to give an example/examples h to indicate a result/results
1 Firstly, I am going to talk about the role of the parent. Secondly ..................... and lastly,---------------
2 Parenting is a difficult job because ____________
3 Families are important because they form the basis for socialisation. Additionally, -----------------------
u The family structure has varied greatly over time. That is, ________________
5 ____________________________________________________________________________ Many argue that
less traditional structures are not as effective. However, _________________________________
6 -------------------------------------------------------------------------------------------------------- Many people are having families
later in life. Consequently, -----------------------------------------------------------------------
7 Families in other parts of the world differ from the western norm. For instance, ---------------------------
8 Although there are many arguments for trying to keep the traditional family structure
strong, I feel the key issue is __________
Now listen to how the sentences end and how they fulfil the functions a-h.
Draw a table like the one below and put the signposting words and phrases in the correct category
according to their function.
a case in point is for example for on the other hand the

also instance crucial factor is the
the reason for this is an furthermore main point is thus
illustration of this is as a however in what I am essentially
result due to firstly addition in other arguing is
next words lastly
Order Reason Result Repetition/Clarification __________
I Contrast ______________ I Addition _________ I Example ___________ I Emphasis ______________________

~ I
[ -Jy— r~
■
.
,J
Family matters
Listening for IELTS
0 Exam information: Short-answer questions Í1)
In the IELTS Listening exam, you may have to answer questions by giving short answers. This
question type can be found in any section of the exam.
You have to give your answer in no more than the stated number of words and/or a number.
You do not write sentences for your answer.
Match the question words 1-8 and the type of answer a-h that each requires.
1 Where? a a reason Exam tip: In short-answer questions, it is

2 Who? b a place important to be sure what the question is
3 When? c a number asking. One way to help you focus is to
4 Why? d a thing underline the key words before listening. Do
5 What? e a method/way not look only at the question words; the
words in the rest of the sentence are also
6 How? f a person
important. For example:
7 Which? g a thing (choice)
What reasons did he give for his choice? =
8 How many? h a time Why did he choose it?
Read the questions 1-4 and underline the key words. The first one is done for you. Then match the
questions to the answers a-j. There is more than one correct answer for each question. Assign all
letters a-j to one question.
1 On average, when do people get married? _______________
2 What is the key reason given for the increase in divorce numbers? __________________
3 Who believe that families are the key to the functioning of wider society? ___________________
u What is the average number of family members in the UK? ____________________
a People usually get married in their thirties. f Sociologists believe families are the key to
the functioning of wider society.
b The average family has five g 5
members. h Because there was a change in the
c Sociologists law.
d Legal changes i Because of legal changes.
e In their thirties j Five
Family matters
You are going to hear a lecture about adults who continue to live with their parents. Before
listening, underline the question words and the key words in the questions 1-4. The first one is
done for you.
1 What percentage of women in their early thirties still live with their parents?
2 When were house prices only three times the average yearly income?
3 What is the reason that people return to their parental home after university? u Who does the
Affordable Housing Scheme aim to help?
Now listen and answer the questions in NO MORE THAN THREE WORDS AND/OR A NUMBER.
0 Exam information: Sentence and summary completion Ml

In the IELTS Listening exam, you may have to complete sentences or a summary. This question
You have to complete the sentences or summary by writing the information yourself or choosing
the answer from a list of options. The missing words must fit the space grammatically.
You are going to hear a lecture about family structures. What kind of information is needed
to complete the sentences 1-4?
Example: Nowadays, the elderly are less likely to rely ■
on + noun.
on’: The verb 'rely’ is usually followed by the dependent preposition 'on'.
a noun: This sentence has a subject and a verb. To complete the sentence we need an object.
This needs to be a noun because the verb ‘rely on' is followed by an object. There may be a
possessive adjective in front of the noun (e.g. 'their siblings'], or an article (e.g. 'the
government’).
1
The ________________ family structure has changed greatly in the last fifty years.
2
Strong family structures used to be necessary due _____________________________
3
People often ________________________ the wealth of their parents.
u
More than_______________________children have no siblings nowadays.
Now listen and complete the sentences using NO MORE THAN THREE WORDS AND/OR A
NUMBER
Exam information: Choosing answers from a list C1)

In the IELTS Listening exam, you may have to answer a question by choosing a number of correct
answers from a list. This question type can be found in any section of the exam.
You have to write the correct letters (A, B, c, etc.) and you may write these in any order.
Listening for IELTS

Look at the photo and question below. Then underline the key words in sentences 1-5.
Which of the following are myths about upper-class Victorian* families?
1 Families lived with servants.

2 Children were mainly home schooled.
3 Fathers occasionally taught their children Latin.
u The Victorians were not generous to the poor.
5 Parents were strict with their children.
*The Victorians were the British people who lived in the time of
Queen Victoria, i.e. 1838-1901.
In the IELTS Listening exam, you probably will not

hear the same words on the recording. You will hear
paraphrases or synonyms.
Complete the sentences 1-5 with the words a-f so that they have the same meanings as the sentences
in Exercise 7. The sentences are not in the same order.
a resided c taught e hard

b given d fortunate f give
1 Children were often ________________ at home.

2 The servants _______________ in the family home.
3 Mothers and fathers were _________________ on their children.
5 _______
u The children were ___________________ lessons in Latin by their fathers.
themselves.
These families didn't __________ to those less than
You are going to hear a lecturer describing life for Victorian families. Listen and choose TWO
letters (a-e) to answer the question.
Which of the following are myths about upper-class Victorian families? a Families lived
with servants,
b Children were mainly home schooled, c Fathers occasionally
taught their children Latin, d The Victorians were not generous to
the poor, e Parents were strict with their children.
Family matters
Unit 4
SECTION u Q
QUESTIONS 1-4 26
CD1
Complete the sentences below.
Write NO MORE THAN THREE WORDS AND/OR A NUMBER for each answer.
1 Recent changes in society are eroding the traditional _____________________ structure.
2 Slightly fewer than 50% of American children under 13 live in ______________________
3 Statistics show that cohabiting couples are more liable ______________________ than married
couples.
u DINKS focus on __________________ rather than having children.
QUESTIONS 5-8 Q
26
Answer the questions below. CD1
5 How many children in the UK now live in single parent families? -----------------------------------------------------
6 According to some sociologists, who are responsible for the rise in single parenting?
7 What have the largest group of lone parents never done?.

8 Where are single parent families more likely to live? ________ _
QUESTIONS 9-10 o
26
Choose TWO Letters, A-E. CD1
Which two points does the lecturer give as disadvantages for living alone?
A People living alone will need help from the community.

B It is more likely to foster a fragmented population, c It
creates an accommodation shortage.
D It is more expensive for an individual to live alone.
E People may have children too late.
9 _________
10 _______
Family matters 42
5 Starting university
Aims: ■*
Understanding suffixes I Predicting content words and directions Labelling a
map or plan I Completing forms I Completing notes
Part 1: Vocabulary
Underline the word that does not belong in

each group \-U and decide why it does not belong.
1 teacher, lecturer, student, tutor
2 essay, report, presentation, dissertation
3 book, journal, newspaper, brochure
u lecture, seminar, tutorial, lesson
Complete the passage with the correct form of words from Exercise 1.
The university is situated in the city centre and includes the faculties of Science, Engineering,
Humanities, and Art. Each faculty has three subdivisions. Teaching is
in the form of lectures, seminars and (1) ________________ , with the addition of labs and
practical workshops for science and engineering courses. Each (2) ___________________has
a personal tutor, but other staff such as (3) ________________ take some of the classes
too. Assessment is through a variety of written work such as essays as well as oral (4)
Education
Learning which suffixes are used with verbs, nouns, and adjectives is a useful way to improve your
grammatical accuracy in the IELTS Listening exam. Complete the table with the correct word forms.
I Noun (subject) Noun (person) Adjective Adverb
1 ............ ..... astronomer astronomical astronomically
philosophy philosopher philosophical ?

sociology sociologist 3 sociologically
statistics L statistical statistically
5 politician political politically
biology 6 ...................... biological biologically
economics economist 7 economically
physics 8 physical physically
Complete the sentences 1-5 with the correct form of words from Exercise 3.
1 I find it so frustrating that ____________________never give a straight answer when they are
being interviewed on television. After all, we voted for them and they should be answerable to us.
2 I don’t want to go out with John again. He’s always asking ______________________ questions
and making me think about the meaning of life. I would rather just talk about what happened during the
day.
3 While _______________ can be useful, people can always manipulate numbers to suit their
needs.
u ________________ is the study of the nature of matter and energy.
5 I bought my friend a new telescope for her birthday. She loves looking at the stars; she's an amateur
What word types end with the suffixes 1-8? Write N (noun), NP (noun person),
A (adjective) or AD (adverb).
1 -ity ______ 3 -ally ______ 5 -ful _______ 7 -or _____
2 -able ______ u -ian ______ 6 -ment _______ 8 -ic ---------
Complete the passage with the correct form of the words in brackets.
My name is Donald, and I’m a research student at Glasgow University. I work in the Biochemistry
department and I’m researching how to make suntan cream from pure
plant products. I find my work (1) ________________[enjoy] and fulfilling. At first I found it
difficult to work alone, but now it’s much easier. My (2) __________________[supervise] has
been really (3) _____________ [help] and she's shown me how to manage my time
(4) ___________ [effect] so that my daily workload is (5) ________________[manage]. After I’ve
completed this project, I’d like to continue doing (6) --------------------------- (science) research.
Exam tip: When you learn new vocabulary, try to learn all the forms. For example: nation Inoun], national
ladjectivej, nationally (adverbl, nationalist [person], nationalise Iverbi
Listening for IELTS

You are going to hear a student talking on the phone to her father about her university course. Before
you listen, complete the sentences 1-4 in as many ways as
Part 2: Practice exercises
you can.
1 Sally likes her maths course because it is ________________
She has four tutors who are ______________ , but she prefers Professor Jones due to his
style of teaching.
Although the course includes a lot of group work, Sally prefers to study ___________________
u Sally is worried that she will ________________ her statistics module as she finds it much
harder than the others.
02 Listen and complete the sentences 1-4 above. Write NO MORE THAN THREE WORDS AND/OR A
27
CD1
©
NUMBER.
Exam information: Labelling a map or plan (2)

In the IELTS Listening exam, the maps and plans are usually very simple, with some parts labelled.
You should use the labelled parts as a guide when listening.
3 Listen and match the pictures 1-5 with the sentences you hear a-e. Write the letters a-e
next to the question numbers 1-5.
CD1
m-
Supermarket
Cinema
Bank
Bank Cinema
____
Bank
Supermarket Cinema
_____________________ _____________
Supermarket ___

Exam tip: If you have to label a map or plan, think of ways you can describe where places are before
you listen. You will need to think of vocabulary for directions, for example; on the left, first right, along
the road and vocabulary for place or position, such as opposite, next to, behind, at the end of the
street.
To complete a map, you need to be able to follow directions. Look at the map and complete
the directions a-e with the numbers 1-5 on the map.
a To get to ______________ you need to go along the road from the supermarket.
b Turn right out of the supermarket and take the first right ______________________ is at the end of
the road.
c Walk over the bridge and just keep going straight along the road and you'll
find
is on your right.
d Go left out of the Post Office and take the first left.
e Go over the bridge and make a left turn. Then take the first right, left hand side of the is on the
street.
Look at the map again. You are going to hear two young people discussing what there
28 is for university students to do in their town. Listen and write the names of the places
CD1 1-5 from the map in Exercise u. You will not hear the same directions that were used in
Exercise u.
u
1
5
2
Listening for IELTS

Exam information: Form completion (2): Addresses
Units
As you saw in Unit 1, in the IELTS Listening exam, you may have to complete a form.
Sometimes the missing information is an address or part of an address.
In English speaking countries addresses are written like this:
24 Farm Road (first line: the house number and the street name)
Addington (second line: the town or city)
Surrey (third line: (optional) the state, country, province or region)
CRŨ 5XD (last line: the code for the town or city)
When you hear an address, there will be pauses between the parts. If the address is on one tine,
put commas between each section: 24 Farm Road, Addington, Surrey, CRŨ 5XD
There are a variety of synonyms for street' and ‘road’, which you should know how to spell:
Street, Road, Avenue, Crescent, Drive, Lane, Hill, Gardens.
6 Listen for the pauses in the addresses 1 -3. The pauses show where the information is
30 separated. Mark the pauses with commas on the addresses below.
CD1
1 78A High Trees Street Sydney 2316
2 354 Castle Avenue Edinburgh E5 7HU
3 86 The Drive New York 45008
You are going to hear a conversation between a student who is enrolling at university and
a university administrator. Listen and complete the form below. Write NO
MORE THAN
CD1 THREE WORDS AND/OR A NUMBER.
Enrolment form
Name: Peter 1
Course: BSc Economics
Faculty: 2
University address: Rnom 119,3 .... . Residence, Duke Street, Newcastle

Home address: 56, Grove Street, Manchester, u
Exam information: Note completion (2)

As you saw in Unit 3, in the IELTS Listening exam, you may have to complete notes. Notes are
different from full sentences. In a sentence there is a subject and a verb, which is often followed
by an object. In notes one or more of the parts of a sentence are not always needed.
You will hear the words you need in the recording; you will not need to paraphrase the words to
complete the notes.
Education 47
Unit 5
Complete the notes with the information in the sentences a-d. Write NO MORE THAN TWO
WORDS AND/OR A NUMBER.
a Students may borrow up to eight books from the library at any one time.
b The lecture on molecular biology has moved from room 102 to room 105.
c There are a limited number of university tours taking place this week so make sure you book your
place as soon as possible to avoid disappointment. You can book in person through the Students'
Union office or by telephoning Student Services.
d Feedback on your essay will be given by your personal tutor during the tutorial times.
If you cannot attend the tutorial time, please speak to the administrator in the faculty office to
arrange a more convenient time.
• Library book limit: 1 ________________

: Lecture room 105
• _________________________________ Room change for 2 ___________________ : Lecture room 105
• University tour booking procedures: Call Students' Services or book at
Students’ Union office 3
• Essay feedback from: 4
You are going to hear a student asking questions about the Students’ Union services. Listen
32 and complete the notes. Write NO MORE THAN TWO WORDS AND/OR A NUMBER.
CD1
Students’ Union services

3 main areas:
• Give advice and information
• Organise 1 _____________ event
• Campaign for students'rights
events
6 advisors: specialists in 2 and travel
Location of 24-hour helpline number: 3
Education 48
unit Ỉ5
SECTION 1 Q
QUESTIONS 1-4 33
CD1
Name Simon Example: Anderson
Student ID number 1
Subject Geography
Faculty 2
Address Flat 3, 2U 3 .......Gardens, London, SW1? 3AG
Contact telephone 07988 u
QUESTIONS 5-7 Q
34
Label the plan below. CD1
Education 49
QUESTIONS 8-10 34
CD1
Complete the notes below.
Group Study booking system
To be used for group projects
Advance notice required: 48 hours
Must reserve using 8____________________________

Website booking for group study room - need student name and 9
Booking confirmation received via 10 _________________________
Listening for IELTS

6 Fame unit Ỉ5
Aims: Recognising paraphrases I Matching sentence fragments

Recognising distractors I Answering multiple-choice questions Choosing
answers from a list
Parti: Vocabulary
Match the pictures 1-6 above with the jobs a-f.

a actress __ c director ____ e politician ____
b agent____ d musician ___ f writer _____
Here are some people talking about their jobs. Underline the correct words in italics.
Sometimes both words are correct.
Hi, my name is Karl Harrison and I'm a writer. I’ve written for lots of films and some television (1)
programmes /shows, too. I only write (2) scripts /ptays; I've never written for the theatre. One day I
would like to, I think. The best thing about my job is that it's
(3) flexible/inflexible: I can write whenever I want. And of course, I can be really
(4) creation / creative.
I’m Katie Cane and I am the (5) star/fame of the new Hollywood blockbuster Reef. I love (6) acting
/playing, but I always get followed everywhere by the (7) press /media, which isn't so much fun. In
Reef, 118) play/act an Australian woman who's wanted by the police. I love this (9)
character/personality, she has a lot of depth.
Education 51
I'm Edward Williams and I'm a film director. I've worked on many (10] international/ national
projects around the world. My latest movie, No More Limits, was (11) shot/ filmed on (12)
location /site in Japan. One of the best things about the job is that I get to travel, and I can work
with people from different countries. Film-making is really my passion. I love films; my life
without them would be (13) unimaginable / unintelligible. I especially like the (U) post-production
/after-production process, when
I can see the film finally taking shape.
A prefix is a letter or group of letters, for example ‘un-’ or ‘multi-’, which is added to the
beginning of a word in order to form a different word. Look at the words from Exercise 2
above:
• inter + national - international = across two or more nations
• post- + production - post-production = after production
Complete the table by adding the correct prefix, bi, multi, re, pre, semi- or counter- to the words.
The first one has been done for you.
Word Word + prefix Meaning of prefix
view 1 preview before

productive 2 ........................ ...... opposite/opposite way
final 3 half
national L many
create 5 .......................... ..... again
lingual 6 ............................. two
Some words are made negative by using a prefix, for example:
• un + imaginable - unimaginable = not imaginable

• in + flexible - inflexible = not flexible
Complete the table by adding the correct prefix, un, im, dis, in, irto the words.
Word Word + prefix
equality 1
trust 2
perfect 3 ........................
responsible L
aware 5
Complete the words 1-6 in the passage with the correct prefixes.
I love being a musician because I get to use my creativity and talent. The only problem
is that the work is so (1) ______ regular; I never know when I’m going to get paid. I’d love
to make a (2] ____ -million-pound deal with a record label, but that’s (3) _________ likely to
happen. I like to dream, though! I played a few concerts last month, but if work doesn't
start coming in soon, I’m going to have to (4) _______ -think my options. Some people think
I'm (5) ____ responsible, but I just want to do the thing I love. Is that ( 6) _________ reasonable?
Culture and modern society

If you paraphrase someone’s words, you express what they have said or written in a
different way. For example:
The new action film is being released on Sunday. —» The new action movie is coming out on
Sunday.
Both these sentences have the same meaning, but some of the words are different.
Changing the word form and substituting synonyms are two common ways of
paraphrasing. Look at the following examples:
• Substituting synonyms:
Helen Davies is the most famous person in this town. —> Helen Davies is the most well-
known person in this town.
• Changing word forms:
Andrew Johnson replaced Jack Sullivan as the hero. —> Andrew Johnson was Jack
Sullivan's replacement as the hero.
Paraphrase the sentences 1-4 by changing word forms.

1 Johanne De Vrie was the composer of ‘Jules' Theme’.
Johanne De Vrie _______________ ‘Jules' Theme’.
2 Thomas Howard is recognised by the nation as the best president the
had.
country has ever
Thomas Howard is
ever had.
recognised as the best president the country has
3 She performed really well in the new play.

She gave an excellent in the new play.
u The actor and director had creative
differences. The actor and director differed _______
Now paraphrase the sentences 5-8 by substituting synonyms.

5 It's the final night of the show.
It's the night of the show.
6 Nicole was nervous because it was the premier of her film.

Nicole was nervous because it was the of her film.
7 The prize for Best Score goes to Harriet James for the theme
song ‘Leaving Mississippi’.
The ________ for Best Score goes to Harriet James for the theme song 'Leaving
Mississippi’.
8 The lead actor was fired from the film because of his bad behaviour.
The lead actor was from the film because of his bad behaviour.
Listening for IELTS

Unit Ế
0 Exam information: Matching (2)
In the IELTS Listening exam, you may have to match sentence beginnings with sentence endings.
The words you read will not be the same as the ones you hear, so be prepared to listen for synonyms
or paraphrases.
Look at the example below: the names 1-4 will not change, but the phrases/answers a, b, c, d will
change:
Anna Collins James Harman Ian Cheriton Sylvia Daniels

WILL NOT CHANGE
has had ten bestselling books was inspired byTanbridge. had
a job in Tanbridge. is buried in the town.
WILL CHANGE
The sentence endings i-vii are paraphrases of the sentence endings a-d. Some paraphrases
involve changing word forms and some involve substituting synonyms. Match each sentence
ending a-c with two sentence endings i-vii. Sentence ending d has only one paraphrase. The
first one has been done for you.
Changing word form Substituting synonyms
r
a .. has had ten bestsellinq books.
..
Hi 1
b . .. was inspired bv Tanbridae. 2 3

c . is buried in the town. 4 .......................... 5 ..........................
.. -
d . .. had a iob in Tanbridqe. 6 ................... .....
i ... drew on Tanbridge for many of his novels. years.

ii ... was laid to rest in Tanbridge. vi ... found Tanbridge an inspiration for his
iii ... has written many books, ten of which were novels.
bestsellers. vii ... had ten books which achieved massive
iv .. .'s burial took place here in Tanbridge. sales.
V ... was employed in Tanbridge for many
You are going to hear a recording of a guide talking about the town of Tanbridge. Listen and match
the people 1-4 with the sentence endings a-d.
1 Anna Collins ___________ a has had ten bestselling books.
2 James Harman ___________ b was inspired by Tanbridge.
3 Ian Cheriton ____________ c had a job in Tanbridge.
u Sylvia Daniels __________ d is buried in the town.
o
35
CD1
Culture and modern society 54

Unit ố
© Exam information: Multiple choice (2)

( As you saw in Unit 1, in the IELTS Listening exam, you may have to answer multiple-
) choice single-answer questions. Another type of multiple-choice question gives you
\ a sentence stem (i.e. the beginning of a sentence) andyou have to choose the ending
) from three answer options.
) The words you read will not be the same the ones you hear, so be prepared to listen
) for synonyms or paraphrases.
Read the sentence beginning and the three answer options below.
The Final Chapter is based on
a the director’s travels in South America, b a story the director heard, c a
novel.
In this type of multiple-choice question, there are three possible sentences, only one of
which is correct:
• The Final Chapter is based on the director's travels in South America.
• The Final Chapter is based on a story the director heard inMexico.
• The Final Chapter is based on a South American novel.
Now read the extract from the recording for the question above and identify the paraphrased
sections. Then decide which answer option a-c is correct and why.
The Final Chapter is a murder mystery film set in South America. Written and directed by Bruce
Chambers, it is a project very close to his heart. Chambers found inspiration for the film whilst
travelling around South America. There he heard about a Peruvian book which tells the story of the
fight for gold in South America. Reading this story, he at once realised this was a film he had to
make.
Exam tip: The recording will usually refer to all answer options. They may all be paraphrased but
the details will not match. The wrong answers are known as distractors.
You are going to hear a reviewer talking about films. Listen and choose the correct
36
answer a-c.
CD1
1 What Happens in the Night is based on 3 In real life, the stars of Happy as Larry a didn’t
a a story the director was told, b the director’s childhood, c a get on. b fell in love, c are best friends.
comic book. u The reviewer recommends you watch Happy
2 The reviewer thinks What Happens in the Night is as Larry if a you are a woman, b you like
a the best horror film this year, b visually stunning, c difficult romantic films, c you liked Sonya's other
to understand. films.
4 5 6

© Exam information: Choosing answers from a list (2)
As you saw in Unit 4, in the IELTS Listening exam, you may have to choose a number of correct
answers from a list. You are likely to hear all the answer options, but only some of them will be
correct; the other options will be incorrect in some way.
5 Read the question and the answer options a-e.
How has fame changed?

a More people are famous nowadays, b Talent is irrelevant in becoming
famous, c The public now know almost everything about famous people, d
Famous people have lost their mystery, e Fame is more short-lived.
The sentences i-v are examples of sentences you might hear on the recording. Read the
sentences and decide which answer options a-e above are correct.
i Famous people have maintained their mystery.
ii People are now famous for only short periods.
iii It still takes immense talent to become famous.
iv Compared to the past, the number of celebrities has almost doubled.
V All aspects of a celebrity’s life are made known to the public.
You are going to hear a writer talking about fame. Listen and answer the questions.
How has fame changed? List THREE ways from below.

CD1
a The public now know almost everything about famous people, b Famous
people have lost their mystery, c More people are famous nowadays, d
Fame is more short-lived, e Talent is irrelevant in becoming famous.
2 3
Who are the ‘losers’ in fame? List THREE from below.
a Celebrities b
Photographers c
Executives d The
public e Writers
SECTION 2 Q
QUESTIONS 1-3 38
CD1
Choose THREE letters A-F.
Give three reasons why the Yellow Plaque scheme was started.

Unit 6
A to boost tourism B to raise awareness of local history

c to increase knowledge of famous people D for
publicity
E for architectural preservation F to
raise national awareness
QUESTIONS 4-6 !
o
I I!
38
Choose the correct letter A, B or c. CD1
The scheme has had the most success in Aincreasing the amount of tourism in the area.
B raising the profiles ofthe famous people featured,
c raising historical awareness.
Successful Yellow Plaque nominees have to A have a

nomination and 50 signatures.
B be approved by a central panel, c have
done something remarkable.
The scheme is mainly funded by A

the community.
B local councils,
c the tourist board.

QUESTIONS 7-10 Ọ39
CD1
Match the plaques to the people they represent. Write ONE
letter A-F next to questions 7-10.

A political figures
B charitable figures
c business people
D sporting figures
E artists
F writers
6 Red Plaque _
7 Grey Plaque-
8 White Plaque
Listening for IELTS

Unit 6
9 Green Plaque

7 Alternative energy
Aims: Reporting verbs I Identifying opinions and attitudes I Completing flow charts Answering short
questions I Completing sentences/summaries
Part 1: Vocabulary
The words below all relate to energy. Draw a table like the one below and put the words into the
correct groups. Some words belong in more than one group.
boil freeze liquid oil
burn fuel melt oxygen
chemical gas metal solar
cool heat nuclear substance
electricity
Noun Verb Adjective
Rewrite the sentences 1-8 by replacing the underlined phrases with words from Exercise 1. You can
make other changes as well if necessary.
Example: In springtime the ice in the Arctic Circle returns to a liquid state.
In springtime the ice in the Arctic Circle meits.
1 An effective way of producing power is to use energy from the sun.
2 At the North and South Poles, water becomes so cold that it changes from a liquid to a solid state.
Listening for IELTS

3 If you raise the temperature of water to 100 degrees Centigrade, it boils.
u This power station uses energy produced by atomic fission to generate electricity.
5 Oil is physical matter found under the surface of the earth.
6 In order to make a fire, some kind of combustible material such as wood is needed.
7 if you lubricate an engine, it will function more effectively.
8 Refrigeration is the main method of lowering the temperature of food.
Reported speech tells you what someone said, but does not use the person’s actual words. These are
modified and preceded by a reporting verb, which often also describes the function of their words.
Example: 'I didn't copy my essay from another student.' -» She denied copying her essay from another student.
Match the reporting verbs 1-10 with their meanings a-j.
1 warn a to say that something is true or correct because you know about it
2 recommend b to tell people about something publicly or officially
3 persuade c to suggest that something should be done
A announce d to state that something is true and give the reasons why you think it is true
5 deny e to tell someone about something such as a possible danger or problem so

that they are aware of it
6 confirm f to cause someone to do something by giving them good reasons for doing
it
7 accuse g to say something about someone or something, usually briefly
8 argue h to say or tell someone that you believe they have done something wrong
or dishonest
9 claim i to state that something is not true
1 mention j to say that someone else is saying something is true but you are
0
not sure whether or not they are telling the truth
The first sentence in each pair of sentences 1-5 is in direct speech, and the second is in reported speech.
Complete the second sentence with the past simple tense of the correct reporting verb from Exercise 3.
1 'We have found evidence that global warming is caused by human intervention in nature.'
Scientists _____________ that they had found evidence that global warming was caused
by human intervention in nature,
2 'The gas leak was not due to a broken pipe.'
The company representative _______________ that the gas leak was due to a broken pipe.
3 ‘I think it would be a good idea to insulate your house to save energy.'
She____________ that they insulate their house to save energy.
Science and technology

u 'People have to change the way they think about using energy before it is too late for the planet.’
The environmentalist ______________ that people had to change the way they thought
about using energy before it was too late for the planet.
5 Changing to green forms of energy will save you money in the future.' You are right. I will change.’
She him to change to green forms of energy.
Complete the newspaper article with the words a-j
a argued d fossil g recommended h
b claim e nuclear run out i solar power
c contamination f radioactive waste
The Future of Energy

The future of energy is changing. Scientists (1) _____ __ ______ that (2) ____________
fuels need to be replaced by alternative forms of energy. These older fuels, such as
oil and gas, are in short supply and may (3) _______________ in the near future. So what
are the alternative forms of energy that could be used? (4) _________________ is quite a
popular choice for many. Harnessing the sun for its energy has been (5) ___________________
by the government's Department for Energy as a cost-effective and long-term solution for both
businesses and individuals. However, although cost-effective in the
long run, the setup costs can be high. Others have (6) ________________ that
(7) ___________ energy would be a better solution. This, however, is very contentious.
The issue of (81 ____________ is always raised by its detractors because of the fear of
(9) ___________ if something goes wrong.
Exam tip: In the IELTS Listening exam, you need to be able to identify the opinions and attitudes of the
speakers in conversations and understand if they agree or disagree with each other. Speakers can
express their opinions and attitudes in various ways. For example, they may use an adjective that is
positive or negative (e.g. interesting, boring], a verb (e.g. agree, don't believe} or a phrase (e.g. That's
what I think too, I'm not sure that's right}.
Read the phrases 1-10 and decide if the speaker is agreeing, disagreeing or expressing
uncertainty. Write A (agreement), D (disagreement) or u (uncertainty).
1
I couldn't agree mors. 6
There’s nn douht ahout it.
2
Ahsnlutely! 7 I wouldn't like tn say.
8
3 That's a difficult nnp. I'm not ronvinrpri ...
u I'm afraid I don't share your opinion. 9 I'm with you nn that.
5 This is where WP differ. 10
It’s hard tn say.
Listening for IELTS

Unit?
Science and technology 63

Read the dialogues and answer the questions 1-3. Then underline the words that helped you
answer them.
Dialogue 1
A: I think we should visit the nuclear power station as part of our research for this module.
B: I couldn't agree more. And hopefully, we'll be able to interview some of the staff for a more in-depth
view of how it works.
Dialogue 2
A: Geothermal energy is the best option for governments to invest in for the future.
B: Mm, I'm with you on that, but like all things it depends on the amount of investment. Dialogue 3
A: What I particularly like about using hydrogen as energy is that it is environmentally friendly.
B: Well, I haven't seen any reports to support that so I wouldn't like to say.
1 Does the second speaker in dialogue 1 agree that they should visit the nuclear power station?
2 Do both speakers in dialogue 2 think that the government should invest in geothermal energy?
3 Do both speakers in dialogue 3 agree that hydrogen is environmentally friendly?
; 0 Exam information: Flow chart completion (2)

( A flow chart is designed to help people understand a process. It usually contains the key points or main
ideas, rather than supporting points.
: Exam tip: When listening, it is important to identify which are the key points and which : are the
supporting points. Main points give general information, whereas supporting ; points give explanations
and examples, or expand on something.
Read the list of safety instructions 1-6 for working in a laboratory and decide which are main ideas
and which are supporting points. Write M (main idea) or s (supporting point).
1 Any food or drink containers found by staff should be disposed of -----------------------
2 Wear safety glasses and gloves at all times -------------------

3 Do not eat or drink in the laboratory __________
u If you see an open door or window, please report it to security staff before working in the laboratory
___________________
5 All doors and windows must be locked when leaving the laboratory ------------------------
6 If someone is not wearing safety glasses or gloves, ask them to put them on before
continuing theirwork _________
Listening for IELTS

í> You are going to hear a tutor and a student discussing the process of doing a research
1
project on alternative energy. Listen and complete the flow chart below. Write NO MORE
CD2 THAN THREE WORDS AND/OR A NUMBER for each answer.
Alternative energy research project: process
Exam tip: The question will help you focus on the type of answer you need to give in terms of
grammar and topic so make sure you underline the key words in the question.
Read the questions 1-3 and underline the keywords. Then decide what kind of answer is
needed in terms of grammar and topic, and suggest possible answers. Write NO MORE THAN
THREE WORDS AND/OR A NUMBER for each answer.
1 List 3 energy-saving methods.
2 Name 2 substances which contribute to climate change?
Now listen and answer the question below.

!
l Is
3 List the 3 forms of energy Mary will write about in her essay. Write NO MORE THAN
CD2 THREE WORDS AND/OR A NUMBER for each answer.

Exam tip: In this type of short-answer question you will have to write one-, two- or three-word answers. If more
than one word is required, think carefully about the grammar of your answer because it will need to be correct.
You should think about the common grammatical combinations of words which will be tested, such as adjective +
noun (e.g. sotar energy), noun + noun (e.g. power station] verb + adverb (e.g. decrease dramatically) or verb +
object (e.g. improve the system).
You are going to hear three students discussing their environmental science presentation. Listen and
6 answer the question.
O
03
What 2 pieces of information do the students agree to remove from the presentation? Write NO MORE
CD2
THAN THREE WORDS AND/OR A NUMBER for each answer.
1 2 _____________________________________________________
Exam information: Summary completion |2)
As you saw in Unit 4, in the IELTS Listening exam, you may have to complete a summary. Sometimes you have to
choose the answers from a list of options in a box. There will be more options than you need.
Exam tip: In summary-completion tasks where you are given answer options, it is a good idea to identify
which words are grammatically possible answers. That way, when you listen, you are choosing between a
smaller number of options.
Which words a-l could complete the spaces 1-5 in the summary? There is more than one possible answer
for each space.
a alternative d dangers g nuclear j research
b benefits e different h price k seminar
c cost effective f evidence i problems I tutorial
The students are preparing for their (1) _________________ discussion by discussing the
various theories presented by academics in the field of ( 2) __________________ energy.
Overall, they agree with the academics that the most sustainable long term
(3 ____________ ) energy source is nuclear but they are concerned about the
(4 ____________ ) based on past disasters around the world. The students are unable
to agree on the cost-to-benefit ratio of sources such as wind and solar because the academic (5) appears
to be inconclusive.
Now listen and complete the summary in Exercise 7 above with the correct words a-l. Write
ONE option a-l next to 1-5 below.
08
a dangers d cost effective g different j benefits
b price e problems h nuclear k tutorial
04 c alternative f evidence i research I seminar

CD2
Listening for IELTS

Unit?
SECTION 3 Q
QUESTIONS 1-4 05
CD2
Answer the questions below.
According to Phil, what are the 2 problems with some renewable energy sources?
List 2 things that Professor Jenkins wants to see in the students' report.
u ____________________________________
QUESTIONS 5-7 Q
05
Complete the flow chart below. CD2
Solar energy production costs forecast

Unit 7
QUESTIONS 8-10 o
06
Complete the summary below using words from the box. CD2
Write ONE option A-H next to 8-10.
Project content summary

The alternative energy project will cover 3 main areas; a comparison, a price 8 _______________
and an analysis. The students will use information given to them by their tutor and
government 9 __________ Using a system of comparison between the data sets they will
10 ________ any discrepancies for further analysis.
A data D demonstrate G reduction

B highlight E prediction
c statistics F evaluate

8 Migration
9 ancestors (n)
Aims: Identifying how something has changed I Stressing words and syllables
Classifying: Labelling a diagram I Completing a table
Parti: Vocabulary
Match the words 1-12 with their definitions a-l.
all the qualities, traditions, or features of life of a country

that have continued over many years and have been
passed on from one generation to another
1 census (n) ____ (of events) described or shown in the order in which they
happened
(of people or things) belonging to the country in which they are
2 civilian [n]_____ found, rather than coming there or being brought there from
another country
3 demography in]. a country which is controlled by a more powerful country
the practice by which a powerful country directly controls less
powerful countries and uses their resources to increase its own
4 indigenous (ad/1 power and wealth the study of the changes in numbers of
5 migration (n) ____ births, deaths, marriages, and cases of disease in a community
over a period of time
the problem that an area has when there are more people
6 overpopulation (n)
living there than can be supported properly the movement (of
people] from one place to another, especially in order to find
work or to live somewhere for a short time
7 heritage [n] ____
8 monarch (n) _____
People and places

10 chronologically {adv} ____ j anyone who is not a member of the armed forces
11 colony (n) ____ k the people from whom you are descended
12 colonialism (n) ____ I an official the
survey
king,ofqueen,
the population
emperor,ofora empress
country that
of aiscountry
carried out in order to find out how many people live there an
Underline the correct word in italics in the sentences 1-6.

1 Human beings have been migrating/migration for many centuries for a variety of reasons.
2 The current monarch/monarchy of the UK is Queen Elizabeth II.
3 Mozambique is a former colonialism/colony of Portugal.
u The traditions and culture of a country are part of its inheritance/heritage.
5 Overpopulation/Overpopulated is a major problem in many parts of the world.
6 Demography/Demographic information is useful when it comes to planning for the future.
Section u of the IELTS Listening exam is an academic-style lecture, in which the speaker often
talks about how something has changed. This could be a change in appearance (making
something look different), in quality (making something better or worse), or in quantity
(making something more or less, bigger or smaller, etc.).
Read the sentences 1-10 and put the words in italics into the right groups, according to what
kind of change they usually express. Some words fit in more than one group.
1 They were going to restore the building to its original state.
2 After recommendations from my boss, I amended the report.
3 The view of the government was distorted by the stories in the media. u The
government manipulated the employment statistics.
5 The number of single parent families boomed in the 199ŨS.
6 The state of the economy deteriorated in the recession.
7 The number of healthcare professionals has diminished due to poor wages.
8 Poverty was almost eradicated with the introduction of welfare.
9 The number of immigrants shrank when the new act was introduced.
10 The value of the pound tailed off after the tax rise.
Change in appearance Change in quality Change in quantity
Listening for IELTS

Part Knowing
how words are pronounced in English is important in the IELTS Listening exam.
One aspect of pronunciation is syllable stress. A word is made up of syllables (parts): for
example, ‘co-ffee’ has two syllables, and ‘im-por-tant’ has three syllables. In English words,
one syllable is stressed more than the others. For example, in ‘co-ffee’ the first syllable is
stressed, and in 'im-por-tant' the second syllable is stressed.
Underline the stressed syllable in the words 1-10. Then check in a good dictionary.
1 ci-vi-lian 6 he-ri-tage
2 de-mo-gra-phic 7 an-ces-tor
3 in-di-ge-nous 8 chro-no-lo-gi-caUy
u mi-gra-tion 9 co-lo-ny
5 po-pu-la-tion 10 co-lo-ni-al-is-m
Exam tip: If there are some words on the answer paper that you do not know, practise saying the
words in your head stressing different syllables before listening. This will help you to hear them on
the recording.
As well as syllable stress on individual words, English also has sentence stress. Look at
the following example:
Listening is an important skill for studying at university because you have to listen to lectures
and take notes.
What types of words are stressed in the sentence above? For example, nouns, verbs,
adjectives, articles, prepositions, connecting words.
Underline the stressed words in the sentences 1-5.
1 Due to the increasing number of people moving abroad for work purposes, home is something
that is difficult to define.
2 One of the most important factors which causes people to move to a different city or country is
employment.
3 Migration has been occurring since the beginning of humankind's habitation of the planet and is
likely to continue for many generations to come.
u The indigenous people of South America have not changed their way of life for
centuries and continue to resist the effects of globalisation.
5 Our ancestors were nomadic people who moved from place to place in search of food
and shelter.
Exam tip: In classification questions, it is important to identify which set of options will be paraphrased:
the A, B, c list, or the question list. You will hear the actual words of the List which is not paraphrased
and this will help you match the lists. Lists containing names of people, places, countries, etc. are very
likely to remain the same.
Listening for IELTS

Look at the exam question below in which you are asked to match each family type 1-5 with the
part of the city they live in a-c. Which list is more likely to be paraphrased, and why?
a Eastgate 1 Middle-class families
2 High-income couples with no children
b The Latin Quarter 3 Retired couples
u Working-class families
c Park Royal Gardens 5 Rich families
Now paraphrase each of the phrases 1-5.

1 _______________________________ 4 ______________________________
2 __________________________________ 5 __________________________________
3 __________________________________
I Exam tip: If the instructions are to write A, B, or c on the answer sheet, you must do j just that. If
you write the words, your answers will be marked incorrect.
Look at the exam question below and decide which information is likely to be paraphrased, a-c
or 1-5. Think about ways to paraphrase the information before you listen.
You are going to hear a lecturer talking about resources for researching migration and family
history. Listen and match the list of resources 1-5 with the types of access a-c in the box. Write
a, b or c next to questions 1-5.
a free to access 1 Family Records Centre and website
2 Genes Reunited
b academic use only 3 The National Census Association's statistical data
u Journal of Historical Migration
c requires payment 5 Journal, of Social Demography
© Exam information: Labelling a diagram (2}
Sometimes labelling a diagram will require you to relate information to a visual representation of the
information you hear. The extent of the visual clues will vary.

Exam tip: When you are labelling a diagram, use the information given in order to prepare yourself for
the recording. Firstly, notice how the numbers are arranged so you know in which order the
information will be presented. Then look at the parts of the diagram that have already been labelled.
You can use these as reference points while you are listening. Finally, try to understand the diagram
by thinking about how the different parts relate to each other.
The diagram below illustrates the process of adapting to new cultures, study the diagram and
think about the order in which the information might be presented in a recording.
Put the list a-f in the order you think you would hear it on the recording. Use the
information in the diagram to help you.
a External factors d Positive coping strategies
b Negative internal factors e Positive internal factors
c Results f Negative coping strategies
Internal factors External factors

POSITIVE NEGATIVE
Trust Fear Family and friends
8
CD2
The diagram below illustrates the same process as the one in Exercise 5, but in a different
way. Study the diagram and then listen and complete the spaces. Write NO MORE THAN
THREE WORDS AND/OR A NUMBER for each answer.
Internal factors External factors

POSITIVE
Trust Family and friends
Accept
differences Weather and food 2
NEGATIVE
Fear NEGATIVE
1 Language ability Criticise new culture
Stay with own
nationality Speak own
Results
language
POSITIVE
Alienation and then 4 Watch people, ---- : Understanding and
3 ► then integration
and ask questions
People and places

Unit 8
Exam information: Table completion (2)
A table is a way of summarising information which can be categorised, e.g. date price, time.
Exam tip: In table-completion questions, listening for the key words in the table will help you follow
the recording. Remember that the answers will be in order on the recording but the information in the
table may not. Having a good knowledge of English sentence structure will help you.
Look at the sentence below and underline the key words according to the table.
The 18-44 Naturalisation Act was designed to know more about immigrants as they had to give their
personal information when they arrived in Britain.
Act and date Reason for the act Conditions to live in Britain
1844. Naturalisation Act know more about immigrants give personal information
Reorder the sentence fragments 1 -3 below so that they form two new sentences that mean the
same as the sentence above.
Fragment 1 they had to give their personal information under the 1844 Naturalisation Act so that the
Fragment 2 government could find out more about them when immigrants arrived in Britain
Fragment 3
You are going to hear a lecturer talking about immigrants to Britain. Listen and
O8 complete the table. Write NO
09
CD2 Act and date Reason for the act MORE THAN THREE
WORDS AND/OR A NUMBER for each answer.
Conditions to live in Britain
1793 Aliens Act • know more about immigrants 1

• regulate immigrants
1844. Naturalisation Act prevent 3 ____________
1870 Naturalisation Act
1914 Alien encourage immigration for post
Registration Act war reconstruction
restrict Commonwealth
1948 4. . Act immigrants
1962 Commonwealth
Immigration Act
control refugees from
French Revolution
People and places 74

SECTION u QUESTIONS 1-3
Label the diagram below.
o
*1 I1
Ellis Island immigration procedure 10
CD2
Q10
CD2
1 resident for 2 ___________

register with police speak English
desire to work obtain 5
People and places

QUESTIONS 4-6
Match the areas of New York to the reasons affecting population change A-D in the box. Choose ONE option
for each question 4-6.
A Political reasons B Economic reasons c Manhattan Employment reasons D Cultural reasons

Brooklyn _
Queens ___
Listening for IELTS

QUESTIONS 7-10 Q
10
Complete the table below. CD2
Brooklyn Case study

1900 1950 2000
Main economic activity 7 Manufacturing Financial services and

construction
Population 1.5 million 2 million 8
Transportation links 9 Subway Subway
Cultural Attractions Coney Island Development of the 10 nf Prospect Park

amusement park film industry
People and places

9 At the gym
Aims: Using dependent prepositionsI Moving on I Focusing on labels
Completing a form I Answering short questions I Labelling a diagram
Parti: Vocabulary
Read about Steve’s job in the gym and complete the spaces 1-5 with the correct form of the
words a-f. Use each word only once.
a recommend c health e instruct
b fit d exercise f run
My name's Steve, and I'm the fitness

(1 __________________________________________________ ) at
the Aviary Place Gym, I love
my job as it’s so diverse: one minute I’m making
(2 __________________________________________________ ) to
new members about which
classes to take, the next I'm (3) _____________________ one
of the many classes we have here. I mainly do the boxing,
spinning and aerobics classes. One of the benefits is that it gives
me a really
(4 ____________________ ) lifestyle. I'm constantly
(5 __________________________________________ ) , which
keeps me really
(6 ____________________ ) I wouldn't do any other job!
In Unit u, we looked at verbs which are followed by prepositions (dependent prepositions).

Some adjectives also have dependent prepositions.
Match the adjectives 1-8 with their definitions a-h. If the adjective has a dependent
preposition, add it. Not all the adjectives have dependent prepositions.
1 predominant a unfriendly and aggressive, disagreeing with someone or
disapproving of them, and often showing this in your behaviour
2 proportional. b prevented from spreading beyond a particular place or group
3 confined_____ c (of a state or level) the best that it could achieve
compatible.
4 d more important or noticeable than anything else in a set of people or
things
Listening for IELTS

Unit?
5 optimum _____ e not affected by something

6 monotonous f (of two amounts) increasing and decreasing at the same rate so there
is always the same relationship between them
7 hostile _______ g very boring because it has a regular, repeated pattern which never
changes
h working well together or existing together successfully
8 immune
Complete the text with adjectives from Exercise 2. The prepositions may help you.
Obesity occurs in many cultures, but it is (1) ________________ in Western societies.

However, the causes are probably lifestyle choices rather than genetic predisposition. Many
westerners can control their weight and remain a manageable size; the amount
of weight a person carries is usually (2) ________________ to what foods they eat and how
much exercise they do. People often find going to the gym a(n) (3) __________________ task,
involving hours at the treadmill or doing repetitive exercises, but there are other
forms of exercise more (4) ______________ with a person's disposition. Swimming,
cycling and tennis are all good forms of exercise. Even if a person is slim, they
should still do exercise. Being slim doesn't make a person (5) ___________________ to health
problems which come from a lack of exercise. The (6) _________________ amount of time to
spend exercising per day is just one hour. Surely, that’s manageable for everyone!
Here are threepeople talking about the gym. Complete the texts withthe words a-e.
a coincided c pinpoint e stems
b incentive d prompted
Jason: I saw myself in a photograph takenat a friend’s wedding, and I almost didn’t
recognise myself. I had put on so much weight! That picture (1) _________________ me to
start coming to the gym more often. Now I go three times a week. I keep that picture by my front
door as a(n) (2)_______________________ to keep exercising!
Andrew: My love of the gym (3) _____________ from when I was eighteen and at
university. I started going then, as I played in the university football team and wanted to stay fit.
Well, I got bitten by the bug! That was ten years ago and since then I've been going to the gym
every other day!
Eva: I can (4) ____________ exactly when I started going to the gym. It (5) ----------------------------
with when I was recovering from a skiing accident. My legs often got stiff, and so I started going
to the gym to try and ease this stiffness. It worked and now I love it!
Health and fitness 79

Underline the keywords in the questions 1-5.
1 Where was John born?
2 Why does he love going to the gym?
3 What time does he usually arrive at the gym? u
How often does he go to the gym?
5 What unusual thing happened to him on his last visit?
Paraphrase the questions 1-5 in Exercise 1 above. Then put the topics a-e in the order in
which you would probably hear them talked about according to the questions.
a Recent events b Personal
background c Frequency of visits
d Motives for exercising e Daily
routine
Exam tip: If you hear a speaker begin to talk about the next topic but you have not answered the
question on the previous topic, do not waste time trying to answer that question. Instead, focus on the
topic being talked about. The questions always follow the order of the information in the recording.
You are going to hear a conversation between two gym members. Listen and answer the
11 questions in Exercise 1. For this exercise only, there is no word limit. Two of the questions
CD2 will not be answered, so if you do not hear information about them, move on to the next
questions when the topic of the conversation changes.
Exam tip: In the IELTS Listening exam, you may be asked to label a picture. In such questions,
it is important not to focus too much on the picture and how you yourself would describe it. Look
carefully at those parts of the picture that are labelled to help you understand the purpose of the
diagram, the order of the information and how your answer will fit grammatically.
Look at the picture of the gym equipment on page 75 and identify the purpose of the diagram,
the order in which you will probably hear the information, and how your type of answer will fit
in the labels grammatically. Then choose the correct option.
Purpose of the diagram:
a how to use a step machine b
the parts of a step machine
1U Listening for IELTS

Unit 9
Flow (the order in which you will hear the points being talked about):
a 3 —»wheel —» 2 —» spine —> screen —» 1 —» grips b 1 —» spine —> grips
-» 2 —> wheel —> 3 c grips —»1 spine -» 2 -> wheel -> 3
Type of answer (you may choose more than one):
Question 1 will be: a noun / a verb / an adjective
Main grips
screen
Central wheel
Metallic spine
pedals
Exam tip: Some of the answers you hear may be very close together on the recording. Always be
ready to listen for the answer.
You are going to hear a conversation between a gym owner and an equipment salesman.
Listen and complete the diagram above. Write NO MORE THAN TWO WORDS AND/OR A
CD2 NUMBER for each answer.
o Exam information: Form completion (3)

( As you saw in Unit 1, in the IELTS Listening exam,you may have to complete a form. In
) Section 1, the information is factual, but sometimes form-completion exercises involve
) more complex information.

Look at the form below. Match the information required 1 -8 with the type of answer you would have to listen for a-h.
ố
JOINING THE GYM - FORM 3: FITNESS FORM
Name: Oliver Thompson
1 Contact number: _____
2 Age range:____
3 Existing health conditions: ____
EXISTING EXERCISE REGIME
A Frequency of exercise: .........
5 Types of exercise: ____
GYM EXERCISE ROUTINE
6 Reason for visits: ____
7 Frequency of visits: _____
8 Suggested workout: ________
a what kind(s) of exercise Oliver does now b what kind(s) of exercise

Oliver will do at the gym c why Oliver wants to go to the gym d what
age group Oliver is in e how often Oliver will exercise at the gym f how
often Oliver does exercise g Oliver's telephone number h what
illnesses Oliver has now
You are going to hear a conversation between a receptionist at a gym and a client. Listen and complete
the form. Write NO MORE THAN TWO WORDS AND/OR A NUMBER for each answer.
JOINING THE GYM - FORM 3: FITNESS FORM

Alice Watson
13 Name:
CD2 16-25 (26^) 36-49 50-59 60+
Age range:
1
Existing health conditions:
EXISTING EXERCISE REGIME
twice a week 2 __
Frequency of exercise:
GYM EXERCISE ROUTINE 3 _
Types of exercise:
Level 2 workout
Reason for visits:
Suggested workout:

Unit 9
Exam information: Short-answer questions (3)

When answering a short question, you must always write the exact words you hear on the audio.
Exam tip: In any question where you have to write the answer (for example, short- answer
questions), it is essential to follow the instructions, be accurate in your written answer, and make
sure the words you use are words from the recording. Details are important: you may lose marks if
you do not read the instructions carefully or check your answers.
Read the questions 1-8 and a student’s answers. Some answers are incorrect because the
student did not follow the instructions or misunderstood the question. Match the incorrect
answers given for questions 1, 3, u, 5, 6 and 8 with the type of mistake a-f.
Questions Answers
1 How often does the ladies' gym club meet? two timey a Week (incorrect)
2 Where does the ladies' gym club meet? at reception
3 What time does the aerobics class start? 1.Ĩ0 to 10.H5 (incorrect)
4 Name three swimming instructors. Tory), lịarbara [incorrect) ...... ..
5 Name two exercise classes running during the week, yoyo, aerobics, circuits
(incorrect)
6 On what day is the next yoga class? Wednesday (incorrect)
7 How long is the football training? three hours
8 Why does the gym close early on Thursdays? 7 p.m. {incorrect)
a incorrect spelling d too few answers
b too many words e misunderstood question

c too many answers f misunderstood question word
Now correct as many answers as you can.
You are going to hear two friends talking about the exercise classes they took in the last H
week. Listen and answer the questions 1-3. Write NO MORE THAN THREE WORDS
CD2 AND/OR A NUMBER for each answer.
1 Which two classes did Debbie go to last week? ------------------------------------------------------
2 Why didn't Penny like yoga? ---------------------------------------------
3 Where is Penny going next week? ---------------------------------------------

SECTION 1 Q
QUESTIONS 1-3 15
CD2
GYM MEMBERSHIP FORM

Name: Brad Simmons
Telephone number: 1
Email address: brad07raelemnet.com
Membership type: 2
Payment amount: £36.50
INDUCTION DETAILS
Date and time: Saturday 3 November at 2.30 p.m.
Trainer: Rob Ellis
Listening for IELTS

Unit 9
QUESTIONS 4-7 o
16
Complete the diagram below. CD2
QUESTIONS 8-10
016
CD2
Complete the questions below.
8 Name two times that Brad will visit the gym: ---------------------------------------------------------------
9 What convinced Brad to choose Smith’s gym? -----------------------------------------------------------
10 What does Brad want to achieve at the gym? -------------------------------------------------------------

10 At the office
Aims: Spelling I Describing actions and processes I Paraphrasing
Completing tables I Classification I Completing sentences/summaries
Parti: Vocabulary
Q1 In the IELTS Listening exam, it is important to know how to spell key words in the
17 recordings. If you misspell a word in your answer, you will not get a mark.
CD2
Listen and underline the correct spelling of the words you hear (1-8).
1 reveniew revenew revenue
2 thrive thraive threive
3 comision comission commission
u colaborate collaborate collaborrate
5 franchise francise franchaise
6 restructer restructeur restructure
7 ordit awdit audit
8 subsidury subsidiary subsidery

Unit 10
Ị Exam tip: When you record your answers, make sure your handwriting is clear. If it is
I not clear what word you have written, your answer will be marked incorrect.
Match the words in Exercise 1 with their definitions a-h below.

a to do well and be successful, healthy, or strong ___________________
b to change the way an organisation or system is organised, usually in order to make it
work more effectively_______________
c money that a company, organisation, or government receives from people ______________________
d to work together with a person or group, especially on a book or on some research
e a sum of money paid to a salesperson for every sale that he or she makes ------------------------------------
f a company which is part of a larger and more important company ______________________
g an official examination of the accounts of a company by an accountant in order to make
sure that they have been done correctly ________________
h an authority that is given by an organisation to someone, allowing them to sell its goods or services or to
take part in an activity which the organisation controls --------------------------------------------------------
Verbs which describe actions and processes are common in the IELTS Listening exam, and many of
them have synonyms, which means they can be tested in many of the question types.
Match the verbs related to business 1-8 with their synonyms a-h.
1 optimise a continue
2 facilitate b choose
3 recruit c allow
k proceed d settle
5 interact e maximise
6 npt f include
7 resolve g cooperate
8 incorporate h employ
Complete the text with words from Exercises 2 and 3, making sure the word form is grammatically
correct. More than one answer may be possible.
So on today's programme, Business Matters, I’m talking about ways in which you can impress your boss
and hopefully get that elusive promotion. Well, obvious as it may sound, demonstrating leadership skills
and the ability to work in a team and are two of the main ways to get yourself noticed. Your manager will
be impressed if you can
(1Ị ___________ with others on projects, especially if this (2) ------------------------------ the
company's profits or (3) _______________ If you make sure your manager is aware of your
strong points and the effort you have put into helping the company, you may be first
in line for a promotion when your bosses decide to (4) ------------------------------ a department or
the company. Another skill you should try to demonstrate to your boss is that of being
able to (5) ____________ problems or difficult situations. Many people naturally shy
away from problems. If you can tackle them head-on, you make yourself valuable to your manager.
What is the difference between the pairs of words/phrases 1 -6 ? Use a dictionary if necessary.
1 takeover, merger
2 turnover, profit
3 gross profit, net profit u copyright, trademark
5 marketing, advertising
Employment and finances 87

6 go bankrupt, make someone redundant
The words 1-8 are all people who have some connection with business. Match the words with the
definitions a-h.
1 stakeholder ____ a a person who is responsible for running part of or the whole of a
business organisation
2 entrepreneur _____ b the person who got an institution, organisation, or building started
or caused it to be built, often by providing the necessary money
3 founder____ c a person who helps another person in their work
4 auditor ____ d the person or organisation that you work for
5 employer __ e a person who has an interest in a
company's or __ organisations
affairs
6 employee— f an accountant who officially examines the accounts of organisations
7 manager___ g a person who sets up businesses
and business __ deals
8 assistant___ h a person who is paid to work for an
organisation ___ or for another
person
Complete the sentences 1-6 with the correct form of the words 1-8 in Exercise 6 .
1 Many ___________ set up Internet businesses in the 1990s.
2 The_____________ of Microsoft are Bill Gates and Paul Alien. They started the company
in 1975.
3 The company has recently expanded and hired more __________________
u Last week the ______________ came to look at the financial records of the company.
In large organisations, people normally have their appraisal with their line and a representative from
Human Resources.
5 To set up a meeting with the director, please contact her __________________ via email.
Match the verbs 1-8 with the nouns a-h to make common collocations to do with business.
1 restructure a a contract
2 raise b a team
3 file c a department
u minute ____ d a document
5 sign ------ e a meeting
6 send f a point
7 close ___ g an email
8 lead ____ h a deal
Complete the conversation with the correct form of the collocations in Exercise 8 .
Bob: Hi Sally, how are you?
Sally: Fine thanks, Bob. And you?
Bob: Fine. But I'm just a bit nervous today. I have to(1) __________ for anorder worth
hundreds of thousands. If I can get them to agree in general, all I'll have to do is
Listening for IELTS

Unit 10
work out a few details, and then we should be (2) _______________ next week!
Sally: Oh, I'm sure you’ll be fine. Just be your usual charming, persuasive self!
Bob: I’ll try! As long as they don't (3) ______________ which I haven't thought about.
Sally: I'm sure they won't. You should (-4) ______________ them _____________ outlining
all the points of the meeting before you arrive, just so there are no surprises.
Oh, and make sure someone (5) _____________ so that you have a clear record of
everything that was discussed. And good luck!
Bob: Thanks!

In Unit 6 we looked at paraphrasing by substituting synonyms and changing word forms. In this
unit we will look at paraphrasing positive and negative sentences:
Look at the following examples:
• Changing the verb from affirmative to negative or negative to affirmative:
The meeting was difficult. -> The meeting wasn’t easy.
• both ... and, neither... nor
Both Human Resources and the Finance Department were unaffected when the company was
taken over. —> Neither Human Resources nor the Finance Department were affected when the
company was taken over.
• more than/less than
Bob earns more money than Paul. -»Paul earns less money than Bob.
Paraphrase the sentences 1-5, but be careful not to change the meaning. Use the words in
brackets to help you.
Example: The new software is more time-consuming than the old software, (time-efficientl The new
software is tess time-efficient than the old software.
1 Working in a bank is less interesting than working in a hotel, (more interesting)
2 Neither managers nor staff in the catering industry earn high salaries, (both / low)
3 Most of the company's employees have little experience in IT. (only a few)
4 The staff kitchen is usually dirty, (often / clean)
5 The meeting was managed badly, (wasn’t / well]

Another way to paraphrase information is to change the order of the words in a sentence. This can be done in
various ways. Look at the following examples:
The company pays commission to its sales staff. -> The sales staff are paid commission by the company.
Most people want to gain promotion at work so they can progress in their careers. In order to progress in their
careers, most people want to gain promotion.
Managing a team can be a rewarding experience. —> Managing a team can be an experience which is
rewarding.
Paraphrase the sentences 1-4.

1 An outside accounting company audits their finances.
_________________________________ are audited ___________________________________
2 Although the travel industry sounds glamorous, it involves working long hours.
_________________________________ although it ____________________________________
3 Designing modern office buildings is a challenging task.
Designing _______________________________ which is ________________________________
u The managers warned their employees about impending job losses.
Employees ___________________________________________________ by their managers.
Exam information: Table completion (3)

Tables often have headings which identify the information categories needed in the answers.
In table-completion questions, accuracy is very important; your answers are likely to be marked
incorrect if you write a singular noun instead of a plural noun, or an adverb instead of an adjective.
Look at the tables and decide which of the options, a or b, are more likely to complete 1-6 correctly.
1 Company name 2 Product 3 Suitable for
a The Youthful Travel Company b The a an adventure holiday b a young people b young
Youthfully Travel Company adventure holidays person
u Department name 5 Main work 6 Location
a Finance b Financial a responsible for company accounts b a in a city centre b in the

responsibly for company accounts city centre
Listening for IELTS

Unit 10
4 You are going to hear someone talking about a department restructure and the other
'*18 changes in the company. Listen and complete the questions 1-3 in the table. Write NO
CD2 MORE THAN THREE WORDS AND/OR A NUMBER for each answer.
Sales Team Human Resources
Product Development IT Support Team Team
Team
Gary Wilson • Recruit 20 new • Research • Ensure all clients
• Increase sales staff competitor products receive follow up
• Appoint an internal • Create 2 new calls
business with
1 • Improve package
existing clients manager of this year
Ian for 3 ___________
• Find new clients each team .to the product
Smith
Linda French Zoe Green
Exam information: Summary completion (3)

Summaries are shortened versions of information. They usually focus on key points and less on
details.
Exam tip: In summary-completion questions, it can be difficult to listen and read the text at the
same time. Remember that the summary will contain key points or main ideas rather than details,
and that synonyms will often be used. This means that words and phrases in the summary text and
on the recording are likely to be synonyms.
Before you listen, it is a good idea to underline the words you think may be replaced by synonyms
to prepare for the recording. As you listen, focus on the synonyms and the words between them
which are likely to be the answers.
Look at the words and phrases a-g in italics in the summary below and think of as many
synonyms for them, words and/or phrases, as you can.
Fire evacuation summary

If the fire alarm (a) is activated, all staff should (b) make their way to the main stairs
unless it sounds at 11.00 a.m. on a Tuesday, in which case it is (1) _________________ Do not
waste time by picking up any bags or (2) _______________ (c) Once outside the building,
staff should follow the (3) _______________ , who will (d) direct them to the waiting area at
the back of the building. Each department has an appointed fire safety officer (e) who is responsible
for checking all their staff have (f) left the office. This person must then
report any (4) _____________ to the fire safety manager. The fire safety manager will
notify people when it is (g) safe to return.
Exam tip: You need to listen and read the text at the same time in the IELTS Listening exam.
Before you listen, it is a good idea to underline the words you think may be paraphrased. This will
help prepare you to listen more efficiently.

6 Listen and complete the summary.
Fire evacuation summary

If the fire alarm is activated, all staff should exit the building using the main stairs
unless it sounds at 11.00 a.m. on a Tuesday, in which case it is (1) _________________ Do
not waste time by picking up any bags or (2) ________________ Once outside the building,
staff should follow the (3) ______________ , who will direct them to the waiting area at
the back of the building. Each department has an appointed fire safety officer who is
responsible for checking all their staff have left the office. This person must then
report any (4) _____________ to the fire safety manager. The fire safety manager will
notify people when it is safe to return.
■ Exam tip: Rephrasing the categories in the classification box and the numbered list to ; make a
question can be useful. When you turn classification information into a direct
I question, it can help you focus on the key points in the recording.
Look at the question below.

Who in the office is responsible for the tasks in 1 -4?
a Sarah 1 Orders all stationery __________
b Brian 2 Makes reservations for meeting rooms __________

3 Sends weekly email updates to all staff __________
c Helen
u Liaises with the cleaning staff __________
Now look at the question based on the information in a, b and c, and number 1.
Example: Which person, Sarah, Brian or Helen, orders all the stationery in the office?
Make similar questions for 2-4.
You are going to hear a marketing manager talking to his staff. Use the question-making
technique you learned in Exercise 7 and prepare to listen to the recording.
Now listen and answer questions 1-4.
Which advertising methods will the company be using for its different
products?
a Newspapers b
1 Children's toys ___________
Television c 2 Baby clothes ___________

3 Maternity clothes ___________
Internet
u Baby food ___________
Listening for IELTS

Unit 10

SECTION 2 Q
21
QUESTIONS 1-3
CD2
Complete the table below. WRITE NO MORE THAN THREE WORDS AND/OR A
Overview of Benchmark Consulting
2000 Founded by James Cox First office in Melbourne Established new 1
2006 Fred Montgomery Opened the Perth office Increased revenue to 2
2008 Sold to TFB Group Ltd for $10 Created new 3 in Sydney Contract with Australian
million government
QUESTIONS 4-6 o
22
In which city A-C are the company’s functions in 4-6 located? 002
A Sydney B
Perth c
Melbourne
u Marketing
5 Staff training
6 Administration
QUESTIONS 7-10 o !
1 l
Complete the summary below. WRITE NO MORE THAN THREE WORDS £02
AND/OR A NUMBER for each answer.
Benchmark Consulting - company vision for the future

Over the next five years, Benchmark Consulting will create two 7 ___________________ companies in
order to increase business with European and Asian organisations. In all departments, more
8 ____________ will be recruited over the next year, and to ensure Benchmark Consulting is a
good choice for potential employees, salaries for staff will be raised by 9 ----------------------------------- Staff who
will have to move to a different city following the restructure will receive a 10 -------------------------------------- to
assist with expenses.

11 Local languages
Aims: Using adverbs and adjectives for opinions I Connecting speech
Transferring answers I Answering multiple-choice questions Labelling a map or plan I Selecting
from a list
Parti: Vocabulary
Match the words 1-10 with their definitions a-j.

1 eloquent an imaginative way of describing something by referring to something
else which is the same in a particular way. For example, if you want to
say that someone is very shy and frightened of things, you might say
that they are a mouse.
2 epigram good at speaking and able to persuade people
3 idiom ___ words, expressions, and meanings that are informal and are used by
people who know each other very well or who have the same interests
a long speech which is spoken by one person as an entertainment, or as
4 illiterate part of an entertainment such as a play
a group of words which have a different meaning when used together from
5 jargon __ the one they would have if you took the meaning of each word separately
unable to express yourself easily or well in speech
short saying or poem which expresses an idea in a very clever and
amusing way.
6 metaphor _
words and expressions that are used in special or technical ways by
7 monologue
particular groups of people, often making the language difficult to
understand
8 nuance ____ not knowing how to read or write
a small difference in sound, feeling, appearance, or meaning
9 slang
10 inarticulate
Listening for IELTS

Match the words connected to language 1-6 to the examples a-f.
1 language
a It's raining cats and dogs, b
2 dialect
Cockney c German
3 slang _
d America is a melting pot. e Happy
4- idiom _
5 metaphor. birthday f Our holiday was dead
6 collocation good.
Underline the correct word in the sentences 1-6.

1 A(n) dialect/accent is a form of a language that is spoken in a particular area.
2 People who cannot hear use sign language/semaphore to communicate.
3 Rhetoric/Metaphor is the skill or art of using language effectively.
u The nuances/connotations of a word are the ideas or qualities which it makes you think of.
5 A transcription /tracing of a conversation or speech is a written text of it, based on a
recording or notes.
6 A person who is bilingual /illiterate can speak two languages equally well, usually because
they learned both languages as a child.
In Unit 7 we looked at phrases for agreeing and disagreeing. However, sometimes people use
certain adjectives or adverbs to express their opinion, and this is another way of understanding
if speakers agree or disagree.
Read the dialogue and underline the adjectives or adverbs that express opinion.
Angela: I thought the lecture on UK regional accents had some credible points about the ways in which
English is changing.
Kevin: To be honest, I'm a little sceptical of some of the evidence. It seemed to me that
their predictions were insufficiently detailed.
Angela: Really? I thought the research methodology appeared to be logical. Maybe the
researchers were just cautious with their predictions for the future of English.
Now answer the questions 1-3.
1 Do Kevin and Angela agree?
2 Who had a positive reaction to the lecture and who was more negative?
3 Which adjectives and adverbs helped you answer questions 1 and 2?
Are the adjectives and adverbs of opinion 1-10 positive or negative? Write p (positive) or N
(negative) next to each one.
1 viable __________ 5 erroneous ________ 9 deceptive _______
2 flawed _________ 6 compelling _______ 10 reliable ----------------
3 rigorously _______ 7 needlessly _______
u authentic _______ 8 succinctly ________
; Exam tip: When you learn new adjectives and adverbs, make sure you know they are j used
positively or negatively.
Language and communication

In Unit 8 we saw how content words such as nouns, verbs, adjectives and adverbs are 23
Partusually
stressed in English. English also has weak forms - words that are not stressed in
CD2 speech. These words include auxiliary verbs (e.g. be, have, dol, prepositions (e.g. in, at,
ofl, pronouns (e.g. my, us, your), articles [a, an, the) and conjunctions (e.g. and, but, so).
Read the examples below and then listen. Notice how the underlined words in each sentence
are more difficult to hear than the words in italics.
• When I was jiving in Ireland, it was quite difficutt to understand the local accent.
• Do you think \Vs important to sound like a native speaker?
• I would have learnt Latin but it wasn't an option when I was at school.
Listen and complete the sentences 1 -3 with words from the recording. They are all weak 2U
forms.
CD2
1 Many ___________ dialects ____________world ___________ gradually dying out.
2 _________ recommend ways ____________ which I ____________ improve ____________
listening skills?
3 _________ researching minority languages ______________ essay ___________ I went
_________ British library _____________find out more information.
2 In English it can be difficult to understand natural speech because the words sound as if
25 they are connected.
CD2
Listen to the sentence below. Does it sound more natural the first time you hear it or the
second time?
Learning a language isn't easy.
When a word ends in a consonant sound (e.g. d, k, t, z] and the next begins with a vowel
sound (a, e, /, 0 , u), English speakers usually connect the words.
Thereâre lotsôfûncommon languages^jnÊurope.
Now listen to the sentences 1-2 and mark (^_J where the words are connected.
26
CD2 1 There are many South American Indian languages, none of which are related to Spanish.
2 Studying accents is a good way to understand if a language is changing or not.
Another feature of connected speech in English is when one word ends in the same
consonant that the next word begins with. The first consonant disappears.
Catalan it spokeiA nowadays by many of the young generation.
o Now listen to the sentences 1-2 and mark where the sounds disappear.
27
CD2 1 I Stopped taking Greek lessons soon after I left school.
2 How will local languages stay in use if fewer people learn them?
?96 Listening for IELTS

Unit 11
Exam information: Multiple choice (3)
In the IELTS Listening exam, some of the multiple-choice questions require you to choose the correct answer
from a set of diagrams or pictures. For this type of multiple-choice question, it is important that you
understand what the diagrams or pictures show and try to predict how they will be described before you
listen.
Look at the pie chart concerning minority languages in the UK and answer the questions \-U.
Number of UK speakers 1 Does the pie chart show the number of speakers or the
in % in 2010 percentage of speakers?
□ Welsh 2 Which countries are shown in the pie chart?
0 Gaelic 3 Qoes the pie chart refer to the recent past, the distant
□ Cornish past, or both?
■ Irish u Match the languages a-d to the proportions i-iv.
a Welsh ______ i the smallest
b Gaelic ________ percentage
c Cornish _____ ii around ten per cent
d Irish ______ iii about a quarter
iv over half
O5 You are going to hear a group of students discussing minority languages in the UK. Listen and
28 answer the question below.
CD2
Which pie chart, a, b, or c shows the correct percentage of speakers of UK minority languages?
% of UK speakers
% of UK speakers % of UK speakers
□ Welsh □ Welsh
0 Welsh 0
0 Gaelic 0 Gaelic
Gaelic □
□ Cornis □ Cornis
Cornish ■
h ■ Irish h ■ Irish
Irish
Language and communication 97

Exam information: Labelling a map or plan (3)
Maps or plans include plans of buildings, maps of countries or cities, roadmaps, and area plans
amongst others.
6 In Units 2 and 5, we looked at locations and directions for labelling a map or plan. This unit
focuses on geographical positions.
Match the positions on the map 1-6 with the descriptions of geographical position a-f.
N
w-
*-
a towards the north-east at the d from the north coast in the far north-
b southernmost point along the e west corner in the interior
c west coast slightly inland f
You are going to hear a group of students discussing their presentation on the languages of the
different regions of Spain. Listen and label the map.
29
CD2

Unit 11
o Exam information: Selecting from a list
In the IELTS Listening exam, this type of question is sometimes simple. For example ‘Name 3 reasons
. . o r ‘Choose 2 factors . . I n these questions there is more detailed information in the list of
options. However, this can be reversed so that the question contains more detail and the options are
simple.
Look at the question below and notice how most of the detail is in the question. It is likely that
the answers will be referred to in words that are different from those in the list.
Which of the following ways of encouraging people to speak local languages does the tutor
recommend that the students should include in their report?
1 Education 3 Clubs 5 Music
2 Business u Social networking
Match the words 1-5 with a-e.
1 Education ____ a songs which are popular with young people

2 Business _____ b places where people who share the same hobbies can meet
3 Clubs ___ c courses offered at primary and secondary schools
4 Social networking ______ d work done by companies for commercial profit
5 Music ___ e discussion groups which take place in an online setting
Exam tip: Remember to check how many marks are awarded in this question type: there may
be one mark for each correct answer or one mark if all the answers are correct.
9 You are going to hear a discussion between a tutor and two students about an
30 assignment. Listen to and answer the question.
Which TWO of the following ways of encouraging people to speak local languages does the
tutor recommend that the students should include in their report? Write a-e.
a Education
b Business
c Clubs
d Social networking
e Music


Q
31
Answer the
CD2
Exam tip: At the end of the IELTS Listening exam, you have ten minutes to transfer your answers from
the exam booklet to the answer sheet. Make sure you do this carefully: do not write the answers in the
wrong spaces or you will lose marks. Only the answers on the answer sheet are marked.
questions 1-2.
1 Which countries are the students going to visit for the field trip? Choose A, B or c. A the United States of America
and Canada B Mexico and the United States of America c Canada and Mexico
Which of the graphs below correctly shows the numbers of people under 25 years of age who speak three
languages? Choose A, B or c.
B
■ 0-25
■ 0-25
■ 0-25
Answer:
Listening for IELTS

Unit n
QUESTIONS 3-6
Which four social factors affecting native-language usage do the students want to research during
Ọ31
their field trip? CD2
Choose FOUR letters from A-F below.
A Employment
B Family structure
c Education
D Language policy
E Tourism
F Emigration
3
u
5
6
QUESTIONS 7-10
Label the map below.
0
32
CD2
Write NO MORE THAN THREE WORDS AND/OR A NUMBER for each answer. Proposed field
trip itinerary Visit the North County 8

12 Practice test
SECTION 1 QUESTIONS 1-3 Q
33
Answer the questions below. Choose the correct tetter, A, B or c. CD2
1 Why does Ellen want some new clothes?

A for her holiday
B for her new job c for her brother's wedding
2 Which dress does Ellen want to buy?

B
3 Which hat does Ellen decide to buy?

Unit 12
QUESTIONS 4-7 o:
lr
33
Complete the form below. Write NO MORE THAN THREE WORDS AND/OR A CD2
Delivery Form
Name: Ellen Barker
Delivery address: u ..................................................
Staybridge
Kent
DA4- 7DF
Telephone Number: 5 ......................................... .. ...
th
Delivery date: 12 May
Delivery time: 6 .................................................
Payment type: Visa
Amount: 7 £ .................................................
0
CD2
QUESTIONS 8-10
Complete the plan below. Write NO MORE THAN THREE WORDS AND/OR A NUMBER for each
answer.
Department store layout:

Customer Childrenswear Home
Service Desk Department Furnishings

Department
103
8
10
Womenswear Department
Menswear Department
ứứ Shop Entrance
Listening for IELTS

Unit 12
SECTION 2 Q
QUESTIONS 11-13 'o'
Answer the questions below. Write NO MORE THAN THREE WORDS AND/OR A NUMBER
for each answer.
11 When does the tour finish? ___________________________

12 Which area is not shown on the tour?.
13 Which landmark does the tour guide recommend the tourists should visit?
QUESTIONS U-17
Match the activities with the group they are recommended for. Write A-C next to 14-17.
A Families B Elderly
couples c Young
people
14 Dinner cruise
15 Climbing wall
16 Coastal walking tour
17 Wine tour
105
Unit 12
QUESTIONS 18-20
Complete the flowchart below. Write NO MORE THAN TWO WORDS AND/OR A NUMBER
0
36
for each answer. CD2
Getting an Explorer Pass:

Complete the notes below. Write NO MORE THAN TWO WORDS AND/OR A
0
37
CD2
Presentation focus: 21 animals

Presentation time: 20 minutes Pros: Plenty of 22
Cons: Difficult to 23. for the presentation; interesting subject
106
Unit 12
QUESTIONS 24-26
37
CD2
Choose THREE letters A-G.
Which THREE ways does the tutor suggest Katie and Ian can improve their presentation?
A Do their research on the Internet B Limit the amount of detail

within the presentation c Separate the presentation into clearer
sections D Use some video clips E Focus on only a selection of
animals F Make sure they practise the presentation G Think of
some discussion questions for the audience
24
25
26
QUESTIONS 27-30 o
38
Complete the diagram below. Write NO MORE THAN TWO WORDS AND/OR A NUMBER for each CD2
answer.
Flexible spine for taking 27
Yellow fur with black

Whiskers
spots
Tail: Dark rings on 29

part.
Sharp, 30 claws
107
SECTION u Q
QUESTIONS 31-34 £
Complete the summary below. Write NO MORE THAN THREE WORDS AND/OR A NUMBER for
each answer.
SUNDIALS
With the sundial, daylight was measured in twelve 31 _______________________________ which
were longer and shorter depending on the seasons. The first known sundial is a
32__________________________ sundial from Egypt. After some development, sundials could
measure time accurately despite seasonal changes and 33 _______________________________
People have sundials today as 34 ____________________________ items in their gardens.
QUESTIONS 35-37 o
39
Answer the questions below. Write NO MORE THAN THREE WORDS AND/OR CD2
A NUMBER for each answer.
35 For whom were mechanical clocks not originally built? ________________________________

36 What reason is given for having a standardised time? ________________________________
37 Where are the atomic clocks kept? _____________________________
QUESTIONS 38-40 :
o
I 1'
39
Choose THREE letters A-F. CD2
Match the following book titles with the recommendations in A-F.
A Gives a good general overview
B Covers concepts of time in different cultures

c Is the most essential text
D Looks at more philosophical aspects
E Provides more in-depth analysis

F Covers modern time technology
38 Understanding Time ____________

39 Time: Concepts and Conventions
40 The Story of Time ____________

Audio scripts
The underlined sections of the audio scripts indicate where the answers to questions can be found.
Hey, Jenny!
Oh, hi, Steve. Nice to see you.
CD 1 Good to see you, too. How's it going?
Track 01 Fine, thanks. I'm so glad the exams have finished.
Me too. So, are you going on holiday this summer?
Steve:
Yes. I've decided to go to Mexico for the whole summer vacation, six weeks in total.
Jenny:
That sounds great! What are you going to do there?
Steve:
Well, actually, it's a working holiday. I’m going to work at a school teaching English to children. What about you?
Jenny:
I’m going to Paris for two weeks.
Steve:
Are you going with your family?
Jenny:
No. I'm going with my best friend. We’ve enrolled in a language school to study French.
Steve:
That sounds like fun. Have a good trip.
Jenny:
You too.
Steve:
Jenny:
Good afternoon. Royal Mount Hotel. How may I help you?
Steve:
Hello ... Er, I’d like to book a twin room, please, for next week.
Jenny:
One minute, please ... I’ll just check if we have one available. ... Yes, we do, sir. Now, I just need to take down a few
Steve:
details, if I may.
Track 02 Yes, of course.
What name is the booking under?
Reception:
My name ... Duncan Geoffrey. That’s G-E-O-double F-R-E-Y.
Customer:
G-E-O-double F-R-E-Y. Aha. And could I have a contact telephone number, please?
Reception:
Yes, 5762 23821.
Customer: When will you be arriving, sir?
Reception: Some time on the evening of the nineteenth.
Customer: Of September?
Reception: Yes, and we'll be leaving on the twenty-third. How much will that be in total?
Customer: So ... That's a twin room ... For a twin, it would normally be £235, but I can give you a special rate as it's Low season:
Reception: £210 for the six nights.
Customer: Great. Thank you.
Reception: And how would you like to pay, sir? We accept cash, cheque or credit card.
Customer: I’ll pay cash on arrival, if that’s OK.
Reception: Of course, sir. We look forward to seeing you.
Customer:
Reception: So, what are the differences between these four hotels?
Customer: Well the main difference is in the facilities they offer. The Hotel Sunshine is the only one which has a gym and it's
Reception: also got one of the top health spas in the area. It's next to a lake so you can do water sports there. But if you really like
sailing or waterskiing, then the Highland Hotel would probably be the best place because it offers great instruction
Track 03 programmes in these sports. Actually, I'm not a sporty person.
Customer: OK. Well, what about the Hotel Carminia? It’s a brand new hotel, and it prides itself on its cinema and multimedia
Travel centre. And then there’s The Royal. This one has a conference room, a meeting room, and free computer access,
agent: but it's not really appropriate for children; there's not much in the way of entertainment.
Customer:
Travel
agent:
Listening for IELTS

Customer: Well, I’m going on holiday, not to work, and it’s just my wife and me so I think we'll book with the
Hotel Carminia, please.
Track 04
Sam: So, there's a great walking tour tomorrow morning. Or tomorrow night we could go on the cruise
round the harbour. What do you think, John?
John: Well, we've got theatre tickets for tonight, so we’ll be too tired for the walking tour in the morning.
But I don't fancy the cruise, either.
Sam: Why not? It'll be fun! Look, it's a dinner cruise, and it's only $12 each.
John: I hate the sea, and I’ll be sick with fear if the waves are big! And dinner ... on a boat... I just couldn't.
Sam: But we'll be in the harbour!
John: Still... Ah, but what about this? There's a bus tour tomorrow evening. It's only $5.50 and it goes all
around the main tourist sites!
Sam: Yeah, that sounds OK ... [fade]
Track 05
John: Where shall we eat tonight?
Sam: Well, there are plenty of options. The guide says this city has hundreds of restaurants. What kind of
food would you like to have, John?
John: Well, I quite like seafood. There's The Captain's Table on Firth Street. The guide gives it four stars.
Sam: I don't know ... The hotel receptionist told me the service is slow. But if you like seafood, there are
a couple more places in the guide.
John: Ah, yes ... Mangan's or Joe's Café. What about those, Sam?
Sam: Manqan's could be a good option. It’s nicer than Joe's Café, and there are fantastic views as well.
We'd probably pay a bit extra ____ loe's Café is much cheaper. But we're on holiday; I think we should
splash out!
John: That sounds great! Oh, no. Hold on. It's closed tonight. What a shame! Shall we go to Joe's Café, then?
Sam: Yes, I suppose we'll have to. I’ll give them a call and book a table. Can I use your phone?
John: Ah, er ... no. Sorry. I've left my phone in the hotel. We can ask the receptionist to do it. Let's go
back now and sort it out. We can get changed and have a drink before dinner if you like.
Sam: OK, good idea.
Track 06
Tourist office
assistant: Hello, how can I help you?
Tourist: Um, hello. Is it possible to book a bus tour of the city here?
TOA: Of course, sir. When would you like to take the tour? There are tours in the morning, afternoon,
and evening ... sometimes it's nice to see the city at night with the buildings lit up.
Tourist: We'll be going out for dinner tonight, so we'd prefer to go this afternoon. Oh, and it's for two people.
TOA: Right. Now I just need some details. Can you give me the names of the two people, please?
Tourist: Yes. Susan Field and James Carter.
TOA: Susan Field and James - sorry, can you spell your surname for me, please?
Tourist: It's Carter. C-A-R-T-E-R.
TOA: Thank you. And can I have a contact telephone number?
Tourist: Why do you need one?
TOA: Just in case we have to cancel the tour and need to contact you.
Tourist: I see. Well, my mobile number is 07988 636197 (0-7-9-double 8-6-3-6-1-9-7).
TOA: That’s Ũ7988 636197. Now, can you also tell me which hotel you're staying at?
Tourist: The Crest Hotel. Oh no, sorry. That's the hotel we're staying in next week. It's the Riverside Hotel.
TOA: Oh! The Riverside is a lovely hotel. Are you enjoying your stay?
Tourist: Yes, we are, very much. We'd definitely recommend it to others.
TOA: Oh I am glad. Now, I can book you on the tour at 4 p.m. Would that suit you? Alternatively, there is
one at two.
Tourist: Two would be better for us. please.

CD1: Tracks 01-06
Right, that's booked for you, sir. Two people at 2 p.m. today. August Uth. You pay the bus driver when you get on, and it's £4 per
TOA: person.
Thank you very much.
Tourist:
Track 07
Tourist: Can I also ask you about the museum in the main square? I was reading about it in my guide book and was shocked to see
that the entrance price is £10. Why does it cost so much?
Tourist office
assistant: Well, the museum has the largest collection of Latin American art in Europe. People come from all over the world to see it.
But that's not the reason why it's so expensive to get in. You see, the building is very old and it needs repairs. The £10 ticket
cost will go towards repairing the roof and the walls.
I see. Well, I suppose it's worth paying £10 to see the collection.
Tourist: Yes, I think so too. Is there anything else I can help you with?
TOA: Actually, there is. I was wondering if you knew of any good restaurants in the area.
Tourist: Well, there are a few restaurants near the harbour, and a couple on the beach which are nice. The problem is that the smell
TOA: of the fish market is quite strong down there.
Mm, I don't think my girlfriend would be very pleased.
Tourist: I know what you mean - it's not very romantic, is it? My advice would be to go to the next town. It’s bigger, and the restaurant
TOA:
selection is wider. You can get there by taxi and it only takes about ten minutes. The town is quite picturesque ... Is it for a
special occasion?
Yes, it's my girlfriend's birthday so I’d like to go somewhere special. Um, do you know any of these restaurants well enough to
Tourist:
tell me about them?
TOA: Well, I know about a few of them, and there are pictures in this leaflet here. This one here is Lovely - the Belleview - and it’s
extremely popular. It has a famous chef, so it’s not cheap, but the standard of the food is very high. It's right by the sea and
there are wonderful views if you get a good table. Then there's The Lighthouse Café - you can see the picture here - which
isn't really a café at all. In fact, it’s a great restaurant and a Lot of TV celebrities and actors eat there. The place has been
going for over a hundred years! It's quite an institution around here.
Mm. I'm not sure about those two - they sound too expensive to me. I was thinking of somewhere small, not too up-market,
Tourist: but with good food.
In that case what about Harvey's? The same family has run this restaurant for over a century. and it's reasonably priced and
TOA: really popular with local people. And there's another family-run restaurant. Stonecroft House. New owners took over a month
ago and they’re getting good reviews. There's a new chef there and the food is meant to be very good. This leaflet has the
contact details for all the restaurants so you can just call them if you'd like to book a table.
Great, thanks. You’ve been very helpful.
Tourist:
Track 08 Hello, everyone. Sorry to interrupt your class. I just want to make a quick announcement about our summer timetable.
Dance school Shimmers Dance School will be offering new classes this spring due to strong demand. Angela Stevenson will be back this
manager: term, running the ballet class. This class will be on Tuesdays, and instead of the normal hour from 6.30 to 7.30, we'll be
running the class for an hour and a half, so it will continue until 8 o'clock. This means we have to charge higher fees, but only
slightly higher: from £8.50 [eight pounds fifty) to £10.50. That's only £2.00 for the extra half hour! Next, Janine Davis will still be
teaching the tango classes. Instead of being on Mondays these classes will be on Wednesday nights from 7 o’clock to 8 o’clock.
The fee will still be £7.50 for the hour. Last but not least, Andrew is taking over the tap class. This class is for early risers as it starts
at 8.30 on Saturday morning and finishes at 10. We expect this class to be very popular as tap is a great way to get fit while
learning new dancing skills. This will cost £11.00. All the other classes remain the same as the winter timetable. We hope there's
something for all of you at Shimmers!
Audio scripts 111

CD1: Tracks 07-12
Track 09 Internet safety is a big concern nowadays and to protect your children and teenagers online, it's a good idea to monitor the sites
Man: they visit. Don't be put off from letting your kids use the Internet; it's essential for their education and can help them make friends
too!
Now, let me tell you a bit about some sites we've found for children. Of course, there's a limited number of sites for the very young, but
we would suggest one called Playtime Online.
It's designed for children from four to six years old. It's really colourful and helps children learn skills for games. Children love it and
it helps them when they begin school. Then, from say five until about ten years of age, there's a really useful website called Moving
Up. This takes Playtime Online a step further and enhances the maths and language skills of the child. Teachers speak highly of
this site for child development.
When children get into their teens, the Internet can be a more dangerous place. Net Aware, for the twelve to sixteen year age
group, makes young people more aware of online dangers. It's a good site for your child to look at before they start surfing on their
own.
Now, all teenagers love chatting, and Chat Electric is a site designed specifically for teens from thirteen to sixteen to make
friends online with people their own age.
The last site is invaluable for teens studying for exams. Sixteen- to eighteen-year-olds love Test Doctors, which is a site
designed to help students revise for their exams and is full of handy hints and tips. The site is run by subject specialists so it's
packed full of information.
Track 10
Camp
manager:
The Health and Action Summer Camp in the county of Cork in southern Ireland is ideal for young people who would like to learn
new sports and activities. It has a beautiful location near a river and occupies five acres.
The camp has two types of accommodation; tents and cabins, both of which are modern and comfortable. The cabins are by the
river and the tents are on higher around, away from the river and next to the wash rooms. There are two washroom blocks, fully
equipped with showers as well as toilets.
We also have facilities for cooking here. We provide all the pots, pans and utensils. All cooking is done in the cooking area,
which is situated in the centre of the camp. This gives the camp a real social focal point.
Track 11 The Duke of Edinburgh's Award is a programme of activities designed to help young people from all backgrounds develop
Woman: personally. There are three levels: Bronze, Silver and Gold, and for each level participants have to complete a series of activities in
four categories: volunteering, physical, skills, and expedition.
This talk will explain what you have to do in order to get a Bronze award. The first thing you need to do is find a Duke of
Edinburgh centre near you. This could be your school, college, or youth club. Then you'll need to pay a small fee to enrol in the
programme. Once you've enrolled, you’ll get a welcome pack which explains the four categories in more detail. Then you can start
planning what to do. You can do many different types of activity for each category, but you must get them approved by your Duke
of Edinburgh Coordinator before you start so you don’t waste time doing something which is not approved. The other important
person is your assessor. This is the person who wilt certify that you've completed each activity by signing your record book. After
you've completed all the activities in the time given, your assessor will send your record book results to the operating authority,
who will check it. If everything is satisfactory, you'll get your certificate and badge to confirm you've completed the award. And after
that, you can start working on the Silver award!
Track 12 Good morning, everyone, and thank you for coming to find out more about the new Teen Programme here at the Park Hill
Leisure centre Leisure Centre. I’d like to take you through the programme, the classes available, describe the building itself, and then give
manager: you some information about how to
Audio scripts 112

CD1; Tracks 13-17
register and sign up for the sports and activities we offer. Afterwards, you'll have an opportunity to take a tour of
the centre. We also have some taster sessions with our instructors, which we hope you’ll enjoy, and which will
motivate you to sign up!
Let's go through the classes first. As you can see from the Teen Programme handout in your pack, we have lots
of classes on offer. Our instructors are highly qualified and have lots of experience training young people. Diana is
our dance instructor, and she gives classes in jazz and salsa on Wednesday and Thursday evenings respectively.
Jim usually takes the football practice sessions, but this year he is branching out into American sports and will be
running the baseball club on Saturday afternoons. We think this will be very popular. So Steve will now run the
football practice. This class has been changed from Saturday to Sunday afternoons. Steve will also take the
skateboarding class on Monday evening. The roller-skating course is for beginners, and this will be taken by Stella,
who was last year's under-21 London roller-skating champion, so you'll be in good hands with her expert advice.
The day of this course is still to be arranged but it's likely to be Tuesday. We'll confirm the day by the end of this
week.
Track 13
Leisure centre
manager: Now some of you won't have been to Park Hill Leisure Centre before, so let me just tell you a little
about the Layout. As you can see, the reception area here is very spacious, and there is plenty of room to meet
your friends and have a drink. We also have brand-new dance studios with floor-to- ceiling mirrors and the latest
audio equipment. The dance studios are to the left of the reception area, behind the swimming pool. No ■.. sorry ...
I meant opposite the swimming pool. Both the roller skating and skateboarding classes will be held in the Skate
Arena. This has also been refurbished and we have a new five-metre ramp in there which is proving to be popular.
The arena is behind the changing rooms, which you can see behind us. between the gym and tennis courts. The
tennis courts are on the right of the arena. You'll see both of these new spaces on the tour later.
Now, the final thing I want to talk about is how to join the Park Hill Leisure Centre and enrol for the classes. First
you need to complete an enrolment form with some of your personal details, including your address and telephone
number and the name of your school. If you’re under sixteen years old, then you'll also be required to get your
parents' permission to take part in the classes. Please ask one of your parents to sign the authorisation form
attached to the enrolment form. You'll find the form in your information pack. When you’ve done this, you just hand
the forms to reception. You can pay an annual subscription of twenty pounds, or alternatively, you can pay each
time you use the facilities. There is a one pound sixty admission fee in this case. Whether you decide to pay in one
go or with each visit, you still need to complete the forms in your pack and become a member. Once we have the
forms, we'll send your membership card to your home address. All you need to do is show this card every time you
come to the centre, and if you want to book a class, you just need your membership number on your card.
Track H
1 glaciers
It is assumed that glaciers move slowly, but occasionally they have surges and move up to fifty times faster
than normal.
2 salinity
The Dead Sea is famous for the salinity of its water.
3 humidity
The humidity in tropical areas can make you very tired.
u kilometres
The oceans can reach depths of eleven kilometres in places.
5 pressure
Altitude sickness is due to a reduction in air pressure.
6 evaporation
Rain is mainly caused by evaporation from the oceans.
7 environment
We need to look after the environment around us.
8 biology
Biology is a branch of the natural sciences.
9 brightness
Our perception of the brightness of the sun changes with the seasons.
Track 15
Audio scripts 113

Linda: Hi, everyone. How are you all?
John: I'm fine thanks, Linda.
Steven: Actually, I'm not feeling so well - I think I've got a cold.
Linda: Oh no, Steven. I'm sorry to hear that. What about you, Joanne?
Joanne: I'm fine, but I'm very busy with my biology course.
John: Oh, me, too - there's so much work to do.
Joanne: In that case, we should get started on our essay. John, do you want to start?
John: OK ... Let me start by telling you my ideas for the essay.
Track 16
Alice: We've really got to decide who does what for our Natural Earth project.
Karl: OK, Alice. Well, we’ve got all our cloud research so let's decide how tobreak it down.
Alice: Well, we should probably start by saying how clouds are formed.
Karl: Good idea, and then maybe move on to the different types of clouds. We can separate it into low-lying,
medium-level and high clouds. What do you think, Jenny?
Jenny: Yes, I think that's a good idea, and we should also make a PowerPoint to make it a bit more interesting,
and put in pictures of the different clouds.
Alice: Good idea, Jenny! We should probably have cue cards, too. I'm useless at remembering what to say
without them!
Karl: Yes, me too! Well. I’m quite happy to organise everything we’ve found out about clouds and make sure
it fits into our presentation times.
Alice: Actually. I'd better do that. I've got all the research on my computer so it makes sense. How about if
you make the presentation slides. Karl?
Karl: ŨK. Alice. That's fine by me.
Jenny: Well, if you guvs are going to do that, then I’Ll look on the Internet for pictures of the different types of
clouds.
Alice: That'll be great. Jenny. I'll also make the prompt cards so we don’t forget what we're saying during the
presentation.
Karl: Sounds great. Let’s have a run through on Tuesday. What sections does everyone want to talk about?
I don't really mind.
Alice: I hate speaking in front of people so I’d prefer not to do the introduction.
Jenny: I don’t mind. I’ll do that. If you don’t want to talk much, then why don’t you just do the middle bit about
the medium-level clouds?
Karl: Yes. I can do the low-level and hiah-level clouds part. I’m sure Jenny can handle the summarising, too.
Alice: Thanks, guys. We can all take questions together.
Track 17
Debbie: Hi, Roger.
Roger: Debbie! Hi. How are you?
Debbie: Oh ... I've been struggling with my Natural Earth assignment. It's proving to be really difficult.
Roger: The one for Professor Black? Me too. I'm writing about volcanic activity. What are you doing yours on?
Debbie: Acid rain. I thought that would be OK, but the process is really complicated.
Roger: Well, I can help you with it! I know a lot about acid rain. I studied the causes and effects last year.

Debbie: Really? That’s great... I've done some work on the causes. I'm going to write that acid rain is caused
by sulphur dioxide from power plants and smelters. Basically, this reacts in the atmosphere to form
acid rain.
Roger: Ah. but it’s not just sulphur dioxide, it's also nitrogen oxides.
Debbie: Really?
Roger: Yes, from things like car exhausts.
Debbie: But aren't nitrogen oxides also caused by natural events, too?
Roger: Yes. They're a minor factor, but I think they're worth mentioning. But, sorry, carry on ..,
Debbie: Thanks. I might add that. So anyway, these emissions react in the atmosphere with water, oxygen and
oxidants to form acidic compounds like sulphuric acid. These compounds then fall to earth.
Roger:
Are you going to mention the different ways they return to the ground?
Debbie:
Do you mean wet and dry deposition?
Roger:
Yes! So you've done a bit of background reading, then?
Debbie:
Yes ... so if I've got it right, acid rain often comes down as rain, but also as snow or fog. This is wet
Roger: deposition. I'm also going to define it as any form of precipitation that removes acids from the atmosphere.
Yes, I think that's a good term to define it.
Debbie: Dry deposition, .. ■ Well, I think that's when the pollutants stick to the around through dust. I'm not really
sure how to define it, though, compared to wet deposition.
Roger: Just think of it as any pollutants that are not caused through precipitation. That's probably the best way.
Did you know that sunlight can enhance the effects of acid rain as well?
Debbie: No, I didn't. There's so much to think about. I'm sure I’ll go over my word limit.
Roger: Well, you sound like you know a lot about the subject. Just try and keep your focus. I've had the same
problem writing about volcanoes! There's just so much!
Track 18
Charlotte: Do you want to make a start on our Natural Earth project? I think our idea of a lightning safety presentation
is great, don't you, Rachel?
Rachel: Yes, I think it’ll be really good ... I have a few ideas already.
Great! Me too. I think we should divide it into two parts: what to do if you're inside when lightning
Charlotte: strikes, and what to do if you're outside. What do you think?
That's good, but we need more. Something about planning for this kind of event. Andalso, what to
Rachel: do
if someone gets hit by lightning.
Charlotte: I can't believe I forgot that! Of course! Well, what should we talk about in the first part?
I think we should say it's important to be aware. Lightning is always before rain, so don't wait until it rains.
Rachel: As soon as you hear thunder or Lightning you should get inside.
OK, yes. And then if you’re indoors, you should avoid water. Stay away from doors and windows, and
Charlotte: don't use the telephone.
Or any electrical equipment. In fact, if you can, switch it off first. And you should wait half an hour after the
Rachel: last clap of thunder before going back outside.
And if you’re outside when it storms, you also need to avoid water. Try and get inside as soon as possible.
Charlotte: There are certain things you should avoid ... open spaces ... anything large and made of metal. And of
course the obvious one: trees.
But we should mention that if lightning strikes very near you, you need to crouch down.
Rachel:
Oh! Is that right? I thought you had to stand still.
Charlotte:
No, that’s actually wrong - you're supposed to crouch down ...
Rachel:
... and put your hands over your ears. The noise can damage your hearing if you don't. OK ... I think we’ve
Charlotte:
got quite a Lot here. Only the last part to go. Now: what to do if someone gets hit.
I think we should say that it's very rare for someone to get hit by lightning. Our talk sounds as if there's
Rachel:
danger all around! We should try and make it sound a bit more reassuring!
Yes, you're right - we’ll say it doesn't happen often. It's just better to be safe than sorry. But what should
Charlotte:
we say about getting hit by lightning?
Well, I think we should say it’s safe to touch people who've been hit by lightning ... they don't have any
Rachel:
electrical charge! If there’s a first aider around, then they should help them. Otherwise it's just best
Listening for IELTS

to call for an ambulance. And we should remind our audience that eighty per cent of Lightning victims don’t get
fatally injured! That should calm everyone's nerves!
Track 19
So, I think we'd better start planning what we're going to do for our group project. Have you guys had any ideas?
Emma:
I was thinking we should do something on extreme weather events, but I think Alex had some different ideas.
Yes, maybe we should look into more localised weather conditions and the effects on the immediate environment.
Tom:
That's a good idea, Alex, but I don’t think we’d be able to get much data on that, and we don’t really have time to do
our own research. What about doing something about the seasons?
Alex:
I think the seasons might be a bit too wide-reaching, you know, when we take into account the wind patterns and
pressure systems.
Emma:
Maybe you're right.
Well, how about Tom's idea of extreme weather conditions?
Tom:
Yes, that sounds Like a good idea. It’s easy to break down into separate parts and it certainly sounds more
interesting!
Emma:
I'd quite like to cover monsoons. I've been doing some reading on them and they're quite interesting. Well, that
Alex:
sounds good. We should maybe take two areas each - that would make it easier for us to focus. Well, we've got
Emma:
lots to choose from: we could do blizzards, heat waves, droughts, cyclones. There are loads! Why don't you do
blizzards too, Tom?
Tom:
I don’t fancy doing them, but I wouldn't mind doing something on floods. They're linked to monsoons,
Emma:
I think, so it will be an easy transition. What do you fancy doing, Alex?
Alex:
Well, I could always cover winds.
Tom: But that isn't really extreme enough.
Hmm ... I could do hurricanes, they're pretty exciting. How about doing cyclones, Emma?
Alex: I'd rather do heat waves and droughts. I think. I know a bit about them. I don't know anything about cyclones.
Emma: Cyclones are really interesting. 1 can cover them.
Alex: That sounds great. I was thinking about doing cyclones, but I'm happy for you to do them.
Emma:
Alex: Right, shall we get started on some of the content?

Tom: Yes, we haven't got that much time. Does anyone know anything about their topics?
I know quite a lot about cyclones.
Track 20 Do you?
Emma: Well, I studied them at high school. You know, cyclones usually start near the equator. They need quite warm water
Tom: to form. Above the warm water, the vapour in the air forms clouds, and if there is low pressure, then these clouds
Alex: will start to rotate.
Tom: Isn't it also the fact that the earth rotates too which makes the clouds spin more?
Alex: Yes, that too. Once they begin rotating, they can either lose momentum or keep gathering momentum until they hit
land - these ones are called mature cyclones. Luckily, as soon as they hit land, they start to lose momentum and
fade away. Just because they don’t have the warmth of the ocean underneath. Well, that's a relief!
Tom: They can still be really destructive. They’re like a big circle of wind. They blow strongly until the eye of the storm
Alex: passes - you know, the centre, where everything is really quiet, no wind or anything.
But then the other side hits and the winds blow just as strongly but in the other direction! It s just amazing! Yes,
I would really like to cover that.
Emma: Well, it looks like we've got it all arranged, then!
Alex:
My family isn’t very big. There’s just my son and me. I’m a single parent. For the last ten years I've been
concentrating on Looking after my son James, who is now fourteen. But now i’ve met someone
Emma:
Track 21
Jenny:

CD1; Tracks 18-21
special and we've just got engaged! My fiance has four kids of his own and we’re going to get married in July.
James is really excited about it; he's Looking forward to having brothers and sisters in his new step-family!
Sheila: We live as one big extended family. There are seven of us in our household. Besides my husband and
me and our children, there's my aunt and two of my cousins. I stay at home and care for my mother because
she's quite old and can't look after herself. Obviously, we suffer from a lack of space in the house, but we all get
on well.
Track 22
1 Firstly, I am going to talk about the role of the parent. Secondly, I'll discuss the role of the child, and lastly, we'll look at the
family unit as a whole.
2 Parenting is a difficult job because no two children are ever the same.
3 Families are important because they form the basis for socialisation. Additionally, they educate and protect the next
generation.
u The family structure has varied greatly over time. That is, different times have had different views of what a
traditional family structure is.
5 Many argue that less traditional structures are not as effective. However, there is little evidence to support this.
6 Many people are having families later in life. Consequently, the rise in the number of single people may only be temporary.
7 Families in other parts of the world differ from the western norm. For instance, in some cultures having multiple
husbands or wives is the norm.
8 Although there are many arguments for trying to keep the traditional family structure strong, I feel the key issue is the
economic necessity of having a 'normal' family structure.
Track 23
Lecturer: As we have seen, changes in the structure of the family are constantly occurring: extended to nuclear, patrifocal to a
more equal footing between the sexes, and dual parenting to single parenting. However, a recent phenomenon
in the UK which is changing the traditional family is the increasing number of adults who continue to live with
their parents until their thirties or sometimes even their forties. The UK has traditionally been a society where
offspring leave the family home in their late teens or early twenties to set up their own home and families. But in
the last twenty-five years this has decreased. Official statistics released by the Office of National Statistics show
that today ten per cent of men in their early thirties still live with their parents; this compares with five per cent of
women in this age range.
The reasons for this are complex and varied. It cannot be denied that some people are choosing to stay at home.
Living with parents can be an easy option; food is provided, heating and electricity are paid for, and rent, if any, is
minimal. However, a third of those surveyed claimed they are living with their parents because it is too difficult to
get on the property ladder. House prices in the last few decades have risen dramatically; property is now five times
the average annual salary, whereas it was only three times the average annual wage in the 1980s. This fact,
coupled with high unemployment amongst young people, makes it virtually impossible for a single person to buy a
home or even rent.
The number of students going on to higher education has also been steadily increasing. Many of these students
return home after finishing their studies as a result of the student debt they have accumulated. It can take many
years to pay this off, and if the burden of rent or a mortgage is added to that, it can be just too much for a young
adult’s pocket.
However, help is now at hand. The government is tackling some of the problems that cause people to remain
with their parents with a new scheme: the Affordable Housing Scheme. This aims to help people part buy a
house or flat by making housing more affordable for first-time buyers, and possibly taking the strain away from
elderly parents!
Track 2U
Lecturer: The family is a topic which we will look at in great detail this term. For sociologists, the family is often seen as the
beginning of socialisation. Indeed, it is the seed of society itself. In recent decades, many old people have no longer
been able to rely on their offspring for support, which was common fifty
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CD1: Tracks 22-26
years ago. Many children are brought up by only one parent, something virtually unheard of before the 19ỐŨS. We
can certainly say that during the last half century we have seen an enormous change in traditional family structures.
The extended family lasted well into the early 1900s, and this kind of strong family unit was essential due to
property ownership. Housing often was scarce and it was necessary for people to live with parents and take over the
property when their parents died. Of course, people still benefit from their family line. Still today, people generally
inherit any money that their mother or father might have.
In the UK, the last fifty years has also seen a decrease in the number of offspring parents have. Whereas in the
1950s only ten per cent of offspring were only children, this number has risen. Nowadays, this is the case for just
over a third of children.
Track 25
Lecturer: In Victorian times, the upper classes made up less than three per cent of the entire population of
Britain, yet this class held more than ninety per cent of the country's wealth. This shows the massive gap there was
between rich and poor, a gap which has shrunk considerably in the last century. Today we're going to look at the
wide differences in family life between rich and poor in Victorian times. Let's begin with the upper classes.
The upper classes of the Victorian period were generally the nobility or the clergy. Most of their servants were very
poorly paid, but were always accommodated within the homes of upper-class Victorian families, so they didn’t have
to pay for accommodation, food and often clothing.
The money which they did earn, they normally sent home to their families.
Many Victorian servants came from the countryside, where the effects of the industrial revolution had resulted in
job losses. Amongst these servants were cooks, housemaids, stable hands, and butlers. The family would also
employ a nanny, who although employed by the family, was not traditionally seen as a servant. A nanny’s primary
role was to care for the children. She was responsible for teaching the children how to behave, looking after them
when they were ill, and instilling discipline into them. Nannies did not, however, educate the children. Generally,
children from wealthy families did not attend school outside the family home. Tutors would come to the house to do
this, and although on occasion mothers taught their children to read and fathers gave their children some instruction
in Latin, this was not a common occurrence.
Now, the Victorian upper classes have the reputation of being quite cruel; but this wasn't always the case. They
were also quite charitable. Ragged schools were set up with funding from the upper classes so that poor children
could have some form of education. Additionally, most Victorian parents were very proud of their children, who were
often seen as 'prized possessions'. This goes against the common idea that parents were very hard on their children.
In fact, the opposite was generally the rule. However, the situation for lower class families was very different. In the
lower classes child labour was rife. Children as young as eight earned a living as chimney sweeps for wealthy
houses.
Now, let's move on to looking at the lower class families in more detail. You'll find that...
Track 26
Lecturer: We are all familiar with the nuclear family, which has been the dominant family structure in the UK for the last sixty
years at least. However, recent changes show that our idea of the traditional nuclear family as the cornerstone of
British family Life is changing. There have been emerging patterns which are eroding this structure; namely, the rise
of step-families, cohabitation, lone-parenting, and the rapid increase in those living alone. We are going to explore
these areas in turn, and look at their effect in terms of the family.
Firstly, step-families are becoming more and more common. Step-families are created when one or both partners
have a child or children from a previous relationship. In 1980 the percentage of children under thirteen who were
living with one parent and their new partner was just four per cent. In 2ŨŨ8, this figure had increased to twenty per
cent. The USA has seen an even greater rise; new statistics show that almost half of under thirteens are living in a
step-familv. Now, we can still call the step-family structure a 'nuclear' family, as it does follow the structure of two
parents, and dependent children. However, it also creates somewhat of a nuclear 'blur'. Step-brothers and sisters
may belong to two family units, so where do we draw the line at which family they belong to?
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CD1: Tracks 27-31
Co-habitation, when partners do not marry yet live together as a family, has also increased. In 2006, of the 17.5 million
families in Britain, nearly three million of these comprised unmarried couples. What does this mean to the nuclear family?
Firstly, the traditional view of a nuclear family requires married parents, so we can't put these types of family under this
umbrella. Statistics show that even if cohabiting couples have children, they are more likely to separate than their married
equivalents. Lastly, we need to look at the rise of the DINKS, which stands for Dual Income No Kids. As Clarke and Henwood
outline, many cohabiting couples are choosing a life without children, putting consumer spending first.
Lone-parenting is a relatively recent family structure which has rapidly grown in the last half century. In 1972 only one in
fourteen children lived in a lone-parent family. When we compare this with today's figure of one in four, we can see that this is a
rapid increase. In the past, lone-parenthood was overwhelmingly the result of a death of a parent. Nowadays however, it is
increasingly a choice. Some sociologists argue that this increase is due to the outlook of women. Where women once were
willing to accept an unhappy or abusive marriage, now many will choose lone-parenthood. Often this can be just a transitory
phase before they find a new partner. This view of women's attitudes and lone parenting is highly debated, because some
figures show that the Largest group of lone parents are mothers who have never married. You can find counter arguments for
these ideas in Butler and Jones.
One difficulty for single parents is that they are a social group who are much more likely to suffer from poverty and hardship.
They are more likely to Live in rented accommodation and have childcare issues.
Lastly, an increasing number of people are choosing to live alone. The number of people living alone in Britain has more than
doubled in the last twenty years. In 1990 just over four million people Lived alone. Now this figure has reached 8.5 million, an
incredibly rapid growth which has had enormous effects on the traditional nuclear family. This number represents a great chunk
of the population who either by choice or necessity, are outside the traditional family unit. Some think that these changes may
not help the community. In fact, there are many arguments that this rise in alternative household structures will create a more
isolationist and Less community-based society, where close bonds which are usually formed within the family have no place.
Leaving aside whether or not the housing even exists for this boom, an important factor which must be looked at is the
disproportionate expense for those Living on their own. By this I mean, the burden of all costs is shouldered by one wage
instead of two, and of course one person is using the energy which could be shared between a group, having a greater impact
on the environment too.
However, on a more positive note, people, especially women, are proving ...
Track 27
Sally:
Hi, Dad. How are you?
Father:
I'm fine, Sally. How's the course going?
Sally:
It’s going well, actually. I'm really enjoying my math course at the moment, mainly because it’s not that difficult compared to
the other modules.
Father:
Sally: Good. And what about the tutors - what are they like?
Well. I’ve got four, and they’re all highly knowledgeable, but Professor Jones is my favourite - i really respond well to the way
Father: he teaches.
Sally: And are your fellow students nice, too?
Yes, I've made lots of new friends and everyone seems to be very hard-working. The course has Lots of group work, but to be
Father:
honest, this isn't really the way I like to study - I prefer to study alone.
Sally:
Oh, well, I suppose not everything can be perfect.
Father: I know, Dad, you're right. In fact, there is one thing I'm a bit concerned about. My statistics module.
Sally: I think I might not pass it.
Well, let’s wait and see, shall we - there's plenty of time to improve. Don’t worry about it yet, OK? Thanks, Dad, I'll try not to.
Track 28
a
A:
B: Excuse me, can you tell me where the bank is, please? It’s opposite the cinema, next to the supermarket.
Audio scripts 119

b Excuse me, can you tell me where the bank is, please?
A: It's round the corner from the supermarket.
B:
c Excuse me, can you tell me where the bank is, please? It's up the road from the supermarket
A: beside the cinema.
B:
d Excuse me, can you tell me where the bank is, please? It's at the opposite end of the street from
A: the cinema.
B:
e
Excuse me, can you tell me where the bank is, please? It's behind the supermarket which is near
A:
the cinema.
B:
Track 29
Sophie: Hi, Jane. How are you settling in to life at university?
Jane: Fine, except I don't really know what there is to do in town. I haven't had time to look around yet. You've been here for a year -
could you give me some ideas?
Sophie: Of course! There's lots of places for students. Firstly, if you go across the bridge over the river outside the campus and turn left...
Oh no. sorry, that's the garage ... turn right, then you'll get to the bowling alley, which is really popular at the weekends because it's
so close to the campus. On Friday nights they have a special discount for students.
Oh, that's great! I love bowling.
Jane:
So,... do you like sports, Jane?
Sophie:
Yes, I go running and swimming, and I play badminton.
Jane:
In that case, there's a running track behind the university campus and I think they have a badminton court at the sports centre.
Sophie:
Actually, I'm happy just to run in the park.
Well, there's a large park in town, too. If you go down the road opposite the bowling alley and take the first right, then VOUÌL get to
Jane:
Sophie: the park. It's quite big and there's a Lake in it. You can take a boat out on it. The university rowing team practise there.
What about places to eat out? Are there any good student hang-outs?
Absolutely. There's the Elm Tree Café, which is down the road from the post office in the opposite direction from the river. The café
Jane: is on a fork in the main road and it's quite an institution round here. OK, well, I'll have to check it out. I'm looking for a part-time job
Sophie: so maybe I’ll be able to find work there. Mm, you should try - they're always looking for new staff and they often hire students. Now
have
Jane: I forgotten any other important places? Oh yes, you like sport, so I should mention the leisure centre. Don’t get it confused with the
Sophie:
swimming baths, which are down the road from the supermarket. The leisure centre is opposite. There aren't any swimming baths
there, but you can get a student leisure card which will let you into both. So, you see, there is quite a lot to do in this town.
It seems like there is. Well, thanks for all the information, Sophie.
No problem. See you soon.
Jane:
Sophie: Track 30
1 78A High Trees Street, Sydney, 2316
2 354 Castle Avenue, Edinburgh, E5 7HU
3 86 The Drive, New York, 45008
Track 31
Administrator: Hello, have you come to enrol for your course or pay your fees?
Student: Um, both actually.
Administrator: OK, that's fine. You can enrol here with me, and then go to the next desk for fee payment.
So, first of all can I have your name?
Student: Yes, it's Peter Taylor. That’s Tavlor with a Y.

CD1: Tracks 27-31
Administrator: So. it's T-A-Y-L-O-R.

Student: That's right. Do you need my middle name?
Administrator: No, just your first and last names, thanks. And what course are you doing?
Student: I’m taking a BSc in Economics.
Administrator: OK. that’s in the Faculty of Mathematics.
Student: Oh! I thought it was in the Faculty of Business and Management.
Administrator: It was last year, but the course has moved to the Mathematics faculty this year.
Student: Oh, thanks for letting me know.
Administrator: No problem. Now where are you going to be living - on campus, or in private accommodation? University
Student: accommodation. I’m in room 112 Ashley Residence.
Administrator: Did you say Ashley Residence, the one in Duke Street? It's just that there's another residence called
Askey Residence so it's confusing sometimes. I don't want to make a mistake on the computer records,
otherwise you won't receive any university mail.
Student: It’s definitely Ashley: A-S-H-L-E-Y.
Administrator:
Great. And what about your home address - on our records it says 56 Grove Street.
Manchester. Ml 9JA. Is that correct?
Student:
Actually there’s a small mistake, it's M4 not Ml ■ The rest is correct. 9JA.
Administrator:
OK, I think that's all. You're enrolled on your course so you can go and pay your fees now. Thanks. Bye.
Student:
Track 32
Students’ Union
assistant: Hi, there. Can I help you?
Student: Yes, I'd like to find out more information about the services here at the Students' Union.
SUA: Of course, we're here to help you throughout your time at university.
Student: So, what kind of help can you give me, exactly?
SUA: Well, our job focuses on three main areas: giving advice and information to students, arranging social
events and campaigning for students’ rights.
Student: Right. And what about help with things relating to everyday life?
SUA: Well, we have a team of six advisors who work part-time and have expertise in certain areas including
accommodation and travel.
Student: Oh, that's great. And how can I contact the advisors?
SUA:
Right, there are several ways - you can come in to this office and speak to an advisor in person, or email
us if you can’t come in. And there's also a twenty-four-hour helpline. You can find the helpline number on
your student card and you can call us at any time of day or night with any questions or worries you have.
OK, and thanks for your help.
Student:
You're welcome.
SUA:
Track 33
Library
Hi. How can I help you?
I'd like to register to use the library, please.
assistant:
OK, that's fine. Now can I have some details from you? What's your name and student ID number?
Student:
Simon Anderson, that's A-N-D-E-R-S-O-N.
LA:
And ID number?
Er ... Hold on ... Let me look ■ ■. it’s AND105763.
Student:
AND105769.
LA:
No, it’s AND105763.
Student:
Thank you. And what course are you studying, Simon?
LA:
Geography.
Student:
Is that in the Faculty of Environmental Science or Earth Science?
LA:
It’s in the Earth Science faculty.
Student:
Right. Now, are you living in university halls of residence?
LA:
Student:
LA:
Audio scripts 121

CD 1Ĩ Tracks 32-34
Student: No, I'm in private accommodation - do you need my address?
LA: Yes, please.
Student: It's Flat 3. 24 Lavender Gardens. London. SW12 3AG.
LA: Can you spell the street name for me?
Student: Yes. It s L-A-V-E-N-D-E-R Gardens.
LA: And do you have a contact telephone number?
Student: Is my mobile number OK?
LA: Yes, that's fine.
Student: Just let me find my phone. Right the number is 07988 566341 [079. double 8. 5. double 6. 3411- Let me
LA: just check that - 07988 566341. So, Simon did you have a tour of the library facilities during your
induction?
Student: Unfortunately, I missed it - could you give me a quick tour now?
Track 34 Library
assistant: I can't give you a tour now, I'm afraid. I have to stay here at the Help Desk but I can show you places on
this map of the library.
Student: That would be helpful, thanks.
LA:
OK, so we're here at the Help Desk, next to the Service Desk, where you go to borrow and return
Student:
books. The maximum number of books you can borrow at any one time is ten.
LA: Yes, I see.
Opposite the Service Desk is the Training Room, which is used by library staff to give demonstrations of
the computer systems to staff and students. But the entrance is round the other side.
Student: Is the Training Room beside the Quiet Room?
LA: Yes, that's right, with the entrance round the front too. It's important to remember that all mobile phones
must be switched off in this room.
Student:
LA: Of course. And what about books - where can I find the books for my course?
Good question. You're studying Geography so, if you walk past the Service Desk, turn right, no sorry
turn left, and continue on past the Philosophy section, you'll find the Geography section. The copying
facilities are on the left. Now one more important thing is the Group Study Room and the booking
system. If you're working on a project with other students and you want to discuss things with each
other, you can go to the room in the corner at the opposite end of the library from the copiers. That’s the
Group Study Room. It’s between the Sociology section and the TV room. The Group Study Room must
be booked forty-eight hours in advance.
Student: Right, thanks. Can I keep this map?
LA: Actually, this is the last one I have, but I can make a copy for you.
Student: That would be great, thanks.
LA: Oh, I should also explain how you book the Group Study Room.
Student: Oh, yes, so how do I do that?
LA: You can only book this room using the online reservation system. The same one you use to reserve
books that are currently on loan.
Student:
I thought it was called the online catalogue system.
LA:
No, that's for searching for things in the library; the reservation system is what you use to make a room
Student: booking.
LA: And can I access that from outside the library?
Yes, via the library website. You will need to enter the name and student number of each student in the
group too, so make sure you have these to hand when you make the booking. But all this is explained
on the home page of the website. Once you’ve made your reservation request, you’ll receive a
confirmation email from the Library to say whether your booking has been successful or not. If not, you
Student: can try to arrange another time.
LA: Well that sounds fairly easy.
Student: Yes, you'll be fine. It's all quite straightforward really.
Thanks.
Audio scripts 122

Tour guide: Now, not only do we have lots of historical architecture here in the town of Tanbridge, we also
have a rich variety of famous residents. Of course, everyone has heard of the famous writers Jim Harman,
Track 35 Anna Collins and Ian Cheriton, or I. H. Cheriton, as he is better known. And they have all lived in our small
town! In fact, Anna Collins, the celebrated romance novelist, spent all her life in this town. She lived by the
town square, where there is a plaque to commemorate her. She died in 1968 and you can see her gravestone
in Tanbridqe Cemetery. You may know Anna from her most famous work, The Pride of Angels, which won
numerous awards and for which she was a runner-up for the Herald Prize in 1950.
James Harman also lived here between 1975 and 1990. A bestselling horror writer, he got many of his
themes for his haunting novels from this very town. He passed away a year after leaving Tanbridge and
although he isn’t buried in the town, we do have a statue of him on the roundabout as you enter the town.
Now, I. H. Cheriton has been the Poet Laureate for three years and he lives in Tanbridge today. His home is
the red house by the river. Not only a poet, he has also written ten novels that have topped the book sales
charts. He always does a lot of work for local charities and is quite a gem in this town.
Lastly, another famous resident of Tanbridge is Sylvia Daniels. She grew up in Tanbridge and went to the
local comprehensive here. You can see her childhood home just across the river by the post office. Now I am
sure you all know her for her Latest film Planet Dust, which has just reached number one at the cinema box office.
But she wasn't always an actress. Before she headed for Hollywood, you could have seen her waiting tables in
The Doraqe Restaurant here in town! She often comes back to visit as her family all still live here. If you're
lucky, you may even catch a glimpse of her!
Track 36
Reviewer: Welcome to the latest episode of Film Finest with me, Liz O'Donnell. The films I'll be reviewing
in this episode are What Happens in the Night, the new horror film by acclaimed director Jan de Neiburg, and Happy as
Larry, a new romance comedy starring Harrison Wyatt and Sonya Smith. Let's start with What Happens in the Night. Set
in a convent school in the 1950s, this film tells the story of two boys who are haunted by apparitions of monks.
The film has the feel of a comic book as it’s shot in black and white with occasional shots of vivid colour. De
Neiburg, the director, said he wanted some elements to stand out and he has used colour to do it. I would say
quite effectively. He claims his inspiration for the film is his own experiences growing up in 1950s Liverpool.
A believer in ghosts himself, he thought he saw ghosts in his school years. Ghosts or not, this film is certainly
haunting. What Happens in the Night is a film that will scare you. I wouldn’t say it's the best horror film to come out this
year, but it's certainly shot beautifully, and it's not hard to follow. So, unlike some recent horror films, you don't
have to sit in dedicated concentration for two hours trying to keep up with a complex plot! An enjoyable film, I
would give it four stars.
In Happy as Larry, Sonya Smith and Harrison Wyatt play two people who fall in love but cannot be together
because of their families. The build-up to the film has certainly been epic, with gossip about both co-stars in the
papers. Rumour has it that Smith and Wvatt aren’t the best of friends.
In fact, on the set they barely spoke to each other! I have to say, though, this doesn't come across in the film
and they look like a great couple. Happy as Larry is a move away from the usual films Sonya makes - she is better
known for her roles in action films - but she has shown herself to be a capable comedy actress. However, I’m
not sure this is the finest film to do it in. Both men and women alike can get something from this film, but the
romance angle is overplayed and the laughs are few and far between. If you want romance, this film is fine, but
if you want comedy, I would recommend seeing something else. I would give it three stars.
Now, there are some new video releases which are going to be conning out...
Track 37
Interviewer: So, we have Phyllis Bailey here to talk to us about fame. Her new book, Famous for Fifteen Minutes
is coming out on Monday. So Phyllis, welcome. What do you think fame means to us these days?

CD1: Tracks 35-38
Well, famous people are everywhere and although we know nearly all there is to know about these people - their lives are
Phyllis:
splashed aU over magazines and television - they’ve retained their mystery.
The public are always eager to find out more about them and this fuels the paparazzi to photograph them. It’s true that there are
more celebrities around than ever before, but the number of really important famous people probably hasn't changed greatly.
This is because people became famous for only a short time. Andy Warhol once famously said, ‘In the future, everyone will be
famous for fifteen minutes', and I think there's some truth in that. One day a person is famous and the next they are forgotten.
Take, for example, contestants on reality television shows. After maybe six months we never see them again. This also highlights
another characteristic of fame: in the past people became famous because of something they had done, or because of their
talent. Nowadays these things aren't necessary. I personally think this is a great pity.
Interviewer: Is fame particularly beneficial now?
Phyllis:
Well let's look at the winners and losers when it comes to fame. Many people think that celebrities are the Losers in this new
media world, but that isn't necessarily the case. Take, for example, actors and actresses. They often complain about a lack of
privacy, but privacy is possible. There are many celebrities who aren't constantly in the papers. Much as they complain, they
chase the publicity and then blame it on the media. In fact, the paparazzi, who photograph the rich and famous, are often seen
as figures of hate for this. They come off much worse in the end, because they are so disliked by the public and celebrities. But in
reality, they are making the celebrities and their managers even richer. In fact, because of the cult of fame nowadays, we can
see media executives making even more money and celebrities signing multi-million pound deals. And who pays for this? Welt,
all of us. Cinema and concert ticket prices have risen and DVDs cost more than ever. Merchandising makes a fortune for the
famous these days. And although we are paying for it, the rewards go to only a small elite - the big players, the stars and the
executives, but they miss a lot of the creative talent in the industry, like the people who write the screenplays. They are still on
the same salary they were on ten years ago. Executives certainly have a difficult job managing their clients, but they get
rewarded well for doing so. I for one think these rewards should be more fairly spread.
Interviewer: How could this be done? Are you ...?
Track 38
Guide:
Thank you for coming along to the Cultural Sydney talk. I'm going to start by telling you about the Yellow Plaque scheme,
which has been running in Sydney for over forty years and has been incredibly successful. When you are walking around the
city, you’ll see some buildings with a small round yellow plaque on them. If you take a closer look, you'll see the name and details
of a famous person who lived in that very place. We have, at present, 130 plaques up in the city. The scheme has been great for
tourism, but it was really started to raise awareness of the rich history of Sydney, both locally and nationally, and we think we've
managed to do this. We also wanted to make people aware of the impressive list of important people who have Lived in this city,
and we've certainly achieved that. But that’s not all. Although not part of our original aims, the scheme has also helped preserve
some of the older and more important buildings in Sydney because people now know that these buildings are a link to our past;
some of the buildings are actually over 180 years old, which, for Australia, is ancient! We actually think that this is where the
scheme has achieved the most success: in raising the profile of our rich history. Of course, it has helped tourism, but not only
that, locals also walk around looking at the plaques. It has been really wonderful in highlighting our past. Some people are quite
surprised to see who has lived here; take Errol Flynn for example. He was married in Sydney.
We are planning on putting more plaques up and a common question is how can people nominate a figure to be put on a
plaque. It's quite a simple process. Applications can be downloaded from our website. If you want to nominate someone for a
plague you just need the person's name, where they lived and you need three signatures to approve your application. Our panel
then checks that all the data you've submitted is correct and hopefully, within a year a new plaque will be erected. But you can't
nominate just anyone! A plague can only be given to a person who is famous and has achieved something out of the ordinary,
like an important politician or world-record breaking sportsman, for example. We aim to have fifty new plaques up within the next
three years, and we have plenty of
Audio scripts 124

CD2: Tracks 01-04
funding to do so. Our funding comes from three sources: the local council, community donations and the tourist
board. Whereas in the past the tourist board put in the majority of funding, now public donations count for sixty-
five per cent of all total funds! In fact, our funding is so healthy now; there are plans to expand the scheme.
Track 39
Guide: At the moment, we only have yellow plaques for all the famous people, but we are aiming to produce
different coloured plaques so that people can do specific walks. For example, if they are interested in famous
sports personalities they can do a tour following the red plagues - the colour we are aiming to use for these
people. We are looking at introducing grey, white and green plaques as well. We are thinking of using grey
plagues to signify people who have done important work within the government and white plaques for those who
have done good works in the community. Lastly, our green plaques we think will be very popular, these will be for
painters and sculptors, leaving our yellow ones for writers, actors and other people of note. We do hope you enjoy
looking at the plaques around the city. We have guide books on sale in the gift shop where you can find all the
plaques. These are priced at $11.99.
CD 2 Hi, James. How's your alternative energy research project going?

To be honest, I'm a bit confused about how to do the research for all the different energy types.
Track 01
Well, the first thing to do is to make sure you focus your question, otherwise you'll have too much to read and
Tutor: you won't be able to select the key arguments.
James: So how do I do that?
Tutor: Start with the general topic of alternative energy and then keep asking questions until you've narrowed the topic
down to one particular area. Then, when you have your question, make a list of the reading you will need. This
James:
Tutor: list should be general to give you some background, but remember you’ll need to focus on the issues related to
the question, so the reading list should also be specific to the actual energy source you’ve chosen, whether it's
wind or solar or wave power.
And then start reading?
Absolutely. You need to start straight away, but don’t forget to make notes as you read, otherwise you won't be
James: able to keep track of ideas for future reference purposes.
Tutor: Yes, that makes sense. I think that's my main problem - I don't recall where I've read different ideas so I can't
find them again later. And my friends have warned me that not recording ideas in a system can really hinder
James: your progress.
Your friends are right - it’s a common problem amongst students. You need a system. Anyway, once you’ve
done the reading and made all your notes, you need to organise them so that you can analyse and think about
Tutor:
what you've read.
But I prefer to just start writing and then go back and Look at my notes later.
Hmm ... I wouldn't recommend it. Í think you need to give yourself more time to digest the material and arrange it
James:
Tutor: into some kind of system ready for analysis in terms of relevance to your research question. Well, that's a great
help. Thank you, Professor Jenkins.
James: You’re welcome. Come and see me again if you have any more problems.
Tutor:
Track 02 Hi, Mary. How are you?

John: I’m fine, thanks, John. How's your essay going?
Mary: Not so good, actually. Would you be able to help me with it?
John: Of course. What do you want to know?
Mary: Well, just the type of information you're going to write about. I won’t copy you - I just want some ideas to get me
John: started.
Well, Mr Jones advised us to focus on just two or three forms of non-traditional energy for our evaluation so I
Mary: think I’m going to choose solar - it's fairly easy to evaluate.
Are you going to explain both the positive and negative aspects?
John:
Audio scripts 125

Mary: Well, Mr Jones warned us not to get too involved in the ethical aspects of the topic. So I’m going to
structure my essay by using the advantages and disadvantages of each energy form. That’s why I also want to talk
about biofuels - I think there are more disadvantages.
John: Ũh, I see what you're doing - using the negative points of one to highlight the positive points of the
other! That's a smart idea. And what about the third energy source?
Mary: Mm. I was having difficulty choosing between nuclear and wind because they’re both problematic but
I've decided to do nuclear for my presentation instead.
John: Thanks, Mary. Chatting to you has helped me think a bit more clearly about my essay.
Mary: That's fine. Good luck with it.
Track 03
Shirley: Hi there, guys. Nice to see you.
Tom: And you. So, are we going to finalise what we're doing for the Environmental Science presentation today?
Chris: I hope so. The presentation is next week.
Shirley: Actually, I wanted to talk to you about this because I think we need to take out some of the information
we're including.
Chris: Oh, really? Like what, Shirley?
Shirley: Well. I’d like to suggest taking out the background details - I think it's just too much information to fit
into ten minutes.
Tom: But isn't it important to make sure the audience understands the context?
Shirley: I don't think so, and anyway, we could include the background details on the handout.
Tom: OK. I’m with you on that. Chris, what do you think?
Chris: Yes. ŨK. that’s fine. I'll add the details to the handout. Anything else?
Shirley: Yes. I'm not sure whether the solar energy statistics will be too much for the audience to take in -
there's a lot of numbers and graphs. Can we put the statistics on a handout too?
Chris: Mm, I see your point. We don't want people looking at lots of numbers while we're speaking.
Tom: But without the statistics, I don't see how we can support our main ideas.
Shirley: Actually, you're right, Tom. I hadn't thought about that. In that case, can we delete the diagrams? It's
going to take too much time to explain them.
Tom: Hm. Let's think about that a bit more. If we have to choose between taking out the statistics or the
diagrams. I think we should opt for the diagrams - they're less crucial to the presentation. What do you both think?
Shirley: I think it's going to work much better than the original plan we had.
Chris: Absolutely. We won't have to worry about talking for Longer than fifteen minutes if we remove the
diagrams and focus on the main ideas and statistics. Shall we all meet again tomorrow to finalise the details?
Track 04
Hannah: Hi, everyone! Sorry I'm late.
Louise: Don't worry, Hannah, we've only just started. We thought we should go over the theories we’ve studied
so far so we’re ready for the seminar discussion on Thursday afternoon.
Hannah: Of course, you're right. I don't think I can remember all the theories related to consumer energy consumption.
Mike: No, Hannah. That's the reading for Friday's lecture. Thursdays' seminar discussion is about the current
thinking on alternative energy.
Hannah: Oh, yes. Sorry. I'm a bit disorganised at the moment.
Louise: Never mind. So, Mike, what do think about the academics' point of view on nuclear energy?
Mike: Well, I think I have to agree with them on price being a factor for choosing nuclear in the Long term.
Louise: Me too. It's definitely the most cost effective measure. Don't you agree, Hannah?
Hannah: To start with I didn't, but the text Professor Edwards gave us persuaded me. The only thing that
concerns me is that there have been some disasters in various parts of the world.
Louise: Yes, some texts warn of the dangers of nuclear power using previous disasters as examples.
Mike: I know what you mean, but I suppose the risk is minimal these days. What do you think about wind and
solar energy in terms of the price in relation to the advantages? For me, they're just not worth it - both are expensive
and it’s difficult to predict the amount of energy each one will produce.

Hannah: You know, Mike, I’m afraid I don't share your opinion. This text here talks about the likelihood of
improved technology increasing the amount of energy and reducing the costs in the future. Louise: Yes, but that’s
not enough proof to be sure of the relationship between the costs and the benefits.
Mike: Exactly, the evidence seems incomplete to me.
Hannah: Well, that's something we can follow up on with the rest of the group in the seminar on Thursday.
Track 05
Tutor: Good morning, Phil, Jackie. I hope your project is going well.
Phil: Morning, Mr Jackson.
Jackie: Hi Mr Jackson. Well, we've made a start on analysing the different forms of renewable energy, but unfortunately
we don't really agree on some points.
Tutor: OK, why don't we talk about it?
Phil: Well, Jackie believes that all forms of renewable energy are beneficial economically, whereas I doubt that that's
true for all of them.
Tutor:
Such as?
Phil:
Such as wind, wave and solar energy because they're less reliable.
Tutor:
That's a valid point but I don't think that's a large enough factor to disregard it completely.
Jackie:
Exactly, that's what I said.
Phil:
However, another drawback is that they’re generally very expensive to produce.
Tutor:
Yes, you're right. And that is a concern when evaluating their usefulness in future.
Jackie:
I agree with you to a point, but it's likely that the cost will come down. I read a report in the Journal of Environmental
Science that estimates the cost would fall by twenty per cent over the next ten years, which is significant, isn't
it?
Tutor:
Absolutely, Jackie. But you need to think about how difficult it is to predict the future cost of non- traditional
energy sources before you believe the report. Remember: in your project I want to see evidence of critical
analysis. Make sure you’ve analysed all the information rather than just accepting the information that you agree
with. Also it's very important that you demonstrate wide reading around the subject.
I know, it’s just that I'm not convinced that it's going to continue to be that expensive, especially if there's a
Jackie:
demand from consumers.
Phil: Well, what about if we analyse the costing process as part of our project?
That's an excellent idea, Phil. OK, so let's imagine that we want to forecast the cost of producing solar energy.
Tutor: How could we do that, Jackie?
Um, well, I think we’d have to start by working out how many hours of daylight there are in the UK per year.
Jackie: The Meteorological Office would have data on that.
Then estimate the number of hours of sun to get a rough total.
Phil: And then I suppose we’d need to work out how much it would cost to supply the average home with solar power,
Jackie: and then extrapolate that to get a number for the whole country.
Phil: Good, and don’t forget the price of power conversion stations - this will have a significant impact on overall
expenditure. And there's one more factor you haven't taken into account yet, regarding the consumers.
Tutor:
Um .,. whether they would change from traditional to renewable energy?
No, but think about what might make them change?
Oh, yes. How much they would be willing to pay.
Jackie:
Exactly. Well done.
Tutor:
Jackie:
Tutor:
So, our project is going to cover three main areas. Firstly, comparing the main forms of alternative energy:
Track 06 solar, wind, wave, and bio fuels in terms of production costs. Secondly, we’ll take solar energy as an
example and do a cost prediction, and lastly we’ll analyse whether they're likely to replace traditional fossil
Phil:
fuels in the future.
That sounds like a comprehensive project with a good focus. Now, what data are you going to use and what
approach will you use for the analysis?
Tutor:
Listening for IELTS

Jackie: Ah! Now that's something we do agree on! We want to use the reports you gave us in our last lecture
and some statistics from the government Environment and Energy Department. In terms of analysis, we're going to
use a cross-referencing method where we compare each of the government reports with the Robertson report and
highlight any differences. Then we'll analyse these to see why the differences exist and where more research
needs to be done.
Track 07
Lecturer: OK, so to finish I want to look at the resources available for researching UK census information for
the essay you'll be writing at the end of this module. There are many resources for the study of the civilian
population and family history out there ranging from public to academic to commercial. Some are available for the
public to access free of charge, whilst others are only available by payment of fees, or restricted to academics and
subject to registration. Some are more appropriate to family or genealogical investigation, others to historical
population research.
So if we start at the beginning of the list on your handout, you'll see firstly there is the Family Records Centre
based in central London. The centre and their website are available to anyone in the country who has an interest in
researching demographic data. Their work might be useful to give you an overview of the general sorts of data and
services available. Unfortunately, you do have to pay a registration charge of £20 for a year’s access to their material.
The next resource on the list is Genes Reunited, which is mainly for people who want to find out more about their
ancestors. There are some good interactive tools on this website, especially the one which shows you how to
manipulate the National Census Association's statistical data. Although Genes Reunited is very useful, it is used by a
range of businesses and therefore accessing the site will cost you.
Now, the third item on the handout is The National Census Association, which contains the most up-to-date data
as it's compiled from official government census data every ten years. Both companies and individuals are able to
access all their resources without payment, so this may be a good place to start your research.
Finally, I'd just like to draw your attention to two journals at the bottom of the handout. The first one, Journal of
Historical Migration, is not actually a journal but a collection of articles on a website. Anyway, you might like to take a
look at it because it has several articles on the importance of recording census data from a historical research
perspective. This site is available to the general public so you don't have to pay or register. The other one, the
Journal of Social Demography, is only available using your university online journals login details as it can only be
accessed by those studying or researching in higher education. Right. Well, that should be enough reading for
you.
Track 08
Lecturer: Today I'd like to continue from last week's lecture by looking at what helps people successfully integrate into a new
culture. Whereas the reasons for migration are nowadays fairly easy to identify and largely related to employment
opportunities or political instability, the factors behind being able to adapt to the new culture and create a new life are
considerably more complex. Let's start with an overview of the issues as shown on this diagram. Starting on the left
of the diagram there are two Lists of factors: internal and external. It's important to notice that the internal factors, in
other words those based on an individual’s personality, are divided into positive factors - trusting others and
acknowledging that people are different, and negative - being afraid and being suspicious of people. You might think
that the list of negative factors would include discrimination, but it doesn’t because discrimination comes under the
larger category of fear. Now, what you should also notice is that the external factors are not labelled in this way. It's
much more difficult to know how to measure the affects of external factors and whether they actually are external or
not. The influence of family relationships, climate, beliefs and values, and the ability to communicate in the language
of the new culture have wide ranging effects which are difficult to measure and can distort any research.
Now focus on the centre of the diagram, and you'll see this phrase: 'Coping strategies’. This is important because
studies have shown that people who integrate well into a new culture, and that is any culture by the way, are those
who have eradicated any negativity, and made positive choices, and adopted coping strategies such as observing
people, and taking time to listen and ask questions in order to diminish the effects of culture shock. What we have
observed is that people who demonstrate positive coping strategies such as observing, listening, and questioning end
up by understanding the host culture better and integrating quicker and more successfully. However, those who
choose to be critical of the differences, and therefore react negatively to the host culture, are likely to have increased
feelings of alienation. This alienation can tail off and become the beginning of acceptance if a person has some
positive experiences, but it usually deteriorates quickly into isolation.
Track 09

CD2: Tracks 05-08
Lecturer: Many people have immigrated to Britain and become citizens over the last 200 years, and in today's
lecture I'd like to Look at the various laws or acts of parliament introduced to deal with those people who came to Live
in Britain. In 1793 there was the Aliens Act, which the British government introduced to control the number of refugees
fleeing to Britain to escape the Revolution in France. Compared to today, when refugees have to complete a long and
complicated application process before arrival, in 1793 all that was required by the authorities was that individuals had
to register at the port where they arrived. The collection of personal information started in 1844 with the Naturalisation
Act, which was updated in 1870. The main difference in the 1870 Act was that applicants who wanted to stay in
Britain had to have served the Crown or to have Lived in the country for at least five years before being considered.
Both these acts allowed the government to control the number of people coming into the country. These changes
were fairly insignificant regarding people’s freedoms and the amount of state intervention involved. However, in the
twentieth century this began to change. The Alien Registration Act was introduced in 1914 and when the First World
War broke out, all aliens over the age of sixteen had to register at local police stations, be of good character' and
demonstrate a working knowledge of English. The reason for this act was to create a feeling of patriotism among
migrant communities and also to stop spies from Europe infiltrating the country.
And after the Second World War, the meaning of British nationality was re-defined again, this time to encourage
residents from British colonies to come to Britain to help rebuild the country. This was the British Nationality Act of
1948. The condition was that potential migrants had to demonstrate that they wanted to work and were fit and healthy.
Finally, there was the Commonwealth Immigration Act of 1962. Legislation was passed to restrict the number of
Commonwealth immigrants to Britain. Although many people still wanted to come to Britain to obtain good jobs, the
Act now meant applicants had to get work permits, which were given mostly to skilled immigrants, such as doctors.
In the next session I want to look at more contemporary acts, for instance ...
Track 10
Lecturer: This morning I'd like to focus on New York as a model for understanding immigration patterns in relation to national rather
than international change. Firstly, it is important to understand that migration patterns are primarily affected by the rules of
immigration which determine the conditions of entry. After that, internal changes can affect patterns considerably. To
highlight my first point let's study this diagram of Ellis Island and the process of admitting immigrants in the late
nineteenth and early twentieth centuries. Upon arrival at Ellis Island, people underwent a series of examinations and
questions before being allowed to enter the us. First of all, there was a medical inspection to ensure the immigrants
were not bringing in any contagious diseases. Anyone who did not pass the medical examination was refused entry to
New York and sent home on the next available ship. If the examination was passed, immigrants were reouired to take
a further examination: this time a legal examination to establish whether they had any criminal convictions. After this,
immigrants were able to change currency and purchase tickets for onward rail travel from New York. Having
completed this simple process, immigrants were told to wait - this wait could be as long as five hours - before
boarding a ferry to take them to New York City. This simple system allowed millions of immigrants to enter the us and
is largely responsible for the ethnic make-up of the city today. Even though the immigrants themselves may have had
a variety of reasons for deciding to migrate, it was only possible because of us national immigration Laws.
Moving on to the second point - how changes within a country can have as much or more of an effect than those
outside the country. Various parts of New York have changed radically in their ethnic
Audio scripts 129

CD2: Tracks 09-11
make-up over the last 200 years: communities became wealthier, governments introduced new laws, and employment
opportunities came and went. These factors affect where people choose to live or force them to move to somewhere different. For
example, most people think that the population has changed in Manhattan due to the rise of its importance as a financial trade
centre, which is true to some extent. But Like the Ellis Island example, a change in politics, namely a change of mayor, allowed the
city to boom as a financial centre, and this resulted in different types of people moving to the area. Brooklyn is an interesting
example, too and we'll be looking at it as our case study later in the lecture. Whereas it used to be a predominantly working class
area of the city and therefore attracted unskilled migrant workers, nowadays its fame as a centre for up-and-coming artists and
musicians means it has attracted a new and much more diverse population of middle class residents. Finally, Queens has shown a
dramatic change in its population over the last fifty years due to the airports there. This means that the number of airline staff living
in the area has dramatically increased and changed the nature of the local population.
Finally, I'd like to use Brooklyn as a case study of local change. Brooklyn's population has changed significantly over the years
and this can most easily be seen in its economic activity. Tracing the Brooklyn industries back from the current financial services
companies, to manufacturing in the 1950s. to shipbuilding in the 1900s. we can map this onto average wages and therefore the
type and class of resident. And this has affected the population density too which has been steadily increasing over the past 100
years from 1.5 million in 1900. through to 2 million in the middle of the twentieth century, to the 2.3 million inhabitants today. In fact
Brooklyn is suffering from considerable overpopulation now. But this large population increase was due not to employment but the
building of the subway which linked Brooklyn to other areas of New York. Prior to this at the beginning of the twentieth century the
only wav of transportation was the Brooklyn Bridge. Another factor which traditionally increases the desire for the middle classes to
live in a particular place is the extent and type of local heritage, especially for those people with young children. In Brooklyn this is
evident in the increase in population after the construction of Coney Island. The modern day equivalent of this is the restoration of
Prospect Park, which has brought more middle income families into the area.
Excuse me. Where I can fill up my water bottle?

There’s a water cooler just inside the main doors. Is this your first time here?
Track 1 Yes, I just had my induction last week. I’m Anna.
Anna: Hi! I'm John. If you have any problems and I’m around, please just ask.
John: Have you been coming here long?
Anna: Yes. I’ve lived here all my life, just a couple of miles away. I started coming here when I was just a kid.
John: I suppose I'm quite a faithful member. My brother and father come here too!
Anna: Wow! That's impressive!
John: Thanks. I enjoy it so much because it basically gives me so much energy for the day. It's unusual that I'm here at this time. I work
pretty hard and so I try to fit it in before work usually. I start work at seven, so I usually get in here by about five thirty.
Anna: Uh, it must still be dark at that time?
John:
Yes, it is!
That must take some willpower!
It does but it's worth it. You should try an early session; it really makes you feel good about the day! How often are you planning
Anna:
on coming?
John:
I was thinking maybe just twice a week at the beginning and then build up from there. What do you think?
Anna:
That's a good idea! When are you thinking of coming?
John:
Probably evenings. Is it generally very busy then?
Anna: It can be. I came in the evening yesterday and it was quite busy. In fact, a funny thing happened. I was on the treadmill and
suddenly water started hitting me! It was the fire alarm! The sprinklers had gone off. I was absolutely soaked! It was the first time
John: anything like that has happened, but it was pretty funny! Fortunately, it was a false alarm!
Anna: Ha ha! So much excitement at the gym. I think I’m going to enjoy this!
John:
Anna:
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CD2: Tracks 12-16
Thank you for taking the time to see me today, Mr Jones. I'd just like to take a minute to outline our new step machines.
Track 12 No problem, I'm interested in getting a few. We don't have any in the gym yet.
Salesman: That’s great. Well, let me talk you through the build of the step machine. If you have a Look at the sates brochure you can see
what they look like on page 14.
Mr Jones: OK.
Salesman: These machines are two metres tall, so they tend to stand out. The tallest part is the holding frame. At the top there we have
the main grips. These grips, when they are held, monitor heart rate so that the user can check they are working out at their
Mr Jones: optimum heart rate.
Mr Jones:
Salesman: That's great. And where does this rate show up?
Salesman: They'll be able to see it on the screen below. This screen is fully digital and shows not only their heart rate, but the number
of steps they've taken and the distance they've travelled. On the panel there they also have a selection of workouts. They
can set it by distance, or time, or by the amount of calories they want to burn. They can even set it to climb a famous
mountain or hill, or walk up the Leaning Tower of Pisa for example!
That's great, I like those more fun settings.
Mr Jones:
And the great thing is you can have people climbing up Mount Everest, for example, every day for ten years and this
Salesman:
machine will still be in perfect working order. It's made to last. It not only has a metallic spine but durable pedals made from
the most high-tech materials on the market.
And the machine works via a wheel in the centre? That's unusual, isn't it?
Mr Jones:
Yes, it is, but we find a central wheel lasts much longer than a pump system. The central wheel is attached to a bracket
Salesman:
which ensures each step movement is as smooth as the last. The final feature I should point out to you is the side
supports, which ensure safety for all machine users.
If users feel tired, they can hold on to these and slow down their stepping!
I see! Well, I think I might take three of them.
Mr Jones:
Track 13
Receptionist: OK, Alice, I just need a few more details to start your membership. Your full name is Alice Wilson yes?
No, Watson.
Alice: Oh yes! I'm sorry. Which age range are you?
Receptionist: Well, I'm just out of the 16-25 bracket! I'm 26 now.
Alice: Great, 26-35.
Receptionist: Yes.
Alice: And do you have any health problems which may affect your exercise?
Receptionist: No. I don't have any health conditions.
Alice: I’ll put none. Do you do any exercise at the moment?
Receptionist: Not much. I exercise a couple of times a week.
Alice: And what do you do?
Receptionist: Well, I used to play tennis, but I stopped. Now I only go swimming.
Alice: OK ... And why have you decided to join up?
Receptionist: Just to improve my fitness. I don't want to lose any weight or build muscles or anything!
Alice: Fine. Well, I would recommend doing the Level 2 workout programme to begin with. It takes about forty minutes to do the
Receptionist: whole programme. I'll get you an information sheet so you can see what it involves.
Hi, Penny. How are you doing? Have you just been to the gym?
Track K Hi, Debbie. I'm good, thanks. Yes, I've just finished a workout. How are you?
Debbie: Yes, good. I'm planning on going to the gym later but it's hard finding the time now I've got a child! I bet it is! Have you tried
Penny: any of their new exercise classes?
Debbie: Yes, I tried some last week. I wanted to go to yoga, but it was full up. I went to the dance class instead. It was really fun.
Penny: Oh! And kickboxing Last Thursday too. That was exhausting.
Debbie:
Audio scripts 131

Penny: Well, you didn't miss much at yoga. Í went there last Friday and it was far too hard. I couldn’t do most of the exercises!
Oh no! Are you going to try anything else?
Debbie:
Well, I was thinking of trying the aerobics class.
Penny:
My friend did that one, and said the instructor was awful.
Debbie:
Well, I'll probably give it a miss then. I’ve got to go to a conference next week anyway, so I'll be away from Tuesday to
Penny:
Friday.
Oh, lucky you!
Debbie:
Track 15
Hello, and welcome to Smith's Gym.
Receptionist:
Hi there. I’d like to become a member.
Brad:
Yes, of course. We just need to fill out a couple of forms, and then I can show you around the gym. That would be great.
Receptionist:
Let's start with the membership form. Can I have your name, please?
Brad:
Yes, sure. Brad Simmons.
Receptionist:
Is that Simmons with a'd' or without?
Brad:
Without. S-l-M-M-O-N-S.
Receptionist:
Got it! And can I take a contact number, please?
Brad:
Yes, sure ... It’s 04-98355521 [0-4-9-8-3-treble 5-2-1].
Receptionist:
OK... 0498355531.
Brad:
No, uh, it's 2-1 at the end.
Receptionist:
Great. And do you have an email address?
Brad:
Yes. Brad zero seven at elemnet dot com. That's e-l-e-m-n-e-t dot com.
Receptionist:
Right. Now, we've got three membership types here: bronze, which is just off peak and costs £21.00 a month; silver,
Brad:
which means you can use the gym at all times - this is £36.50. Or for just £5 more you can get a gold membership, which
Receptionist:
gives you free access to the squash and tennis courts and all classes.
For now I think I'll just take the silver.
That's fine, sir. That'll be £36.50 a month.
Great. When can I start?
Brad:
Well, you'll need to have an induction first... We have spaces at two thirty, four forty-five, and eight fifteen tomorrow.
Receptionist:
Would any of these be suitable?
Brad:
I can't do tomorrow. Do you have anything for Saturday?
Receptionist:
Is that the twelfth of November?
No. it’s the eleventh.
Brad:
Yes ... Yes that's fine. Would two thirty be OK?
Receptionist:
That's fine.
Brad:
I'll book you in with our trainer Rob Ellis. Now, would you like me to show you around?
Receptionist:
That would be great.
Brad:
Receptionist:
Brad:
OK, follow me. Let's go up the stairs to the main equipment room.... As you can see, we have all the treadmills, bikes and
rowing machines in here. And the weights are in the corner.
Track 16
Great. And is that the pool over there? Can I use that with my membership?
Receptionist:
Yes, at any time. Just go through the glass doors on the left. As you can see, the pool is dominated by the diving board at
the far end. It's impressively tall, and on the right hand side of the pool you can see we have two Lanes. The first one is a
Brad:
slow lane for those who are trying to improve their fitness. It gets really busy! The lane on the far right is what we call the
Receptionist:
club lane. Because we reserve this for people who have membership, it is slightly less busy and the members can get a
really good workout in it.
That sounds great!
Yes, it is good. And then near us you can see a smaller area sectioned off nearly halfway across the pool. This area is
where we put the school groups which come in the late afternoons during
Brad:
Receptionist:
Listening for IELTS

CD2: Tracks 12-16
the week. Usually from about four. We keep them confined to that space so that the other end can be used for free
Brad: swimming.
Receptionist:
And what is the little round pool for?
Brad: We call that the toddlers pool. It's not very deep, and the mothers often bring their children in to teach them to swim in it.
Receptionist:
Great. Well, I am glad I can use the pool. It will be good to vary my exercise.
Brad:
Definitely. When do you think you’ll be coming?
Most likely in the evenings. I’d Like to come on Saturdays, but I often work then, so I
Receptionist: think I’Ll
Brad: have to miss that day and then come on Sundays.
Oh, so you’ll be a regular visitor? That's great news! Can I ask why you chose Smith’s Gym?
Receptionist: Well, actually the television advert prompted me to join. It makes exercising look so much fun! I always thought going to the
Brad: gym would be monotonous.
No, not at all. It can be a lot of fun.
Receptionist:
My aim is to reach my optimum fitness. At the moment I think I'm a bit unhealthy, so I'd like to change that.
Well, give it some time and I'm sure you will. Now, shall we go back and complete the payment details?
Track 17
See page 80 for
text.
Track 18
Manager:
Good morning, everyone. I’d like to talk to you aU about the department restructure and how it will affect our work. As you
know, the company is expanding, and this means we'll need to recruit more staff and optimise our wavs of working. So I want to
look at each of our teams and the changes which are planned to start next month. The Sales Team, headed by Gary Wilson, will
be responsible for not only increasing the amount of business we do with our current customers but also searching out new clients.
As this is likely to be a labour-intensive task, Gary's team will need more staff, which is where Linda French's Human Resources
Team comes in. Linda and Gary will collaborate on finding and employing twenty new sales members as soon as possible.
However. not all staff will be recruited from outside. If this company is going to continue to thrive, each of the current team
managers will need an assistant and these positions will be internal appointments. Human Resources are sending out an email to
all staff this week asking them if they would like to apply for one of the new positions, and interviews will begin next month.
Now, in order for the Sales Team to increase revenue, the Research and Development Team have to come up with some
innovative products which will be better than those offered by other companies. Therefore, Zoe’s team will start a month-long
project to learn more about what our competitors make to help inform our design process. Their target will be to design and
create two new ranges of products this year. As always, if any of you have an idea for a product, please contact Zoe about it; all
ideas are welcome.
Lastly, but just as importantly, I'd like to talk about Ian Smith's team. Obviously, after-care service is crucial to the expansion of
the company, so IT Support will be making sure that all our customers are called to discuss our service as part of the follow-up
system. Ian's team will also be upgrading our client support package to facilitate twenty-four-hour access, seven days a week. Ian
believes strongly that this will increase our competitiveness and be a real selling point for potential customers.
Track 19
Welcome to this fire evacuation talk everyone. I'm Melanie Brookes, the fire safety manager here at Techbase, and my office is
Melanie:
on the fourth floor if you ever need to find me.
Today I want to run through the fire evacuation procedure now that we're in a new building. First of all, can I just remind you
that if you hear the fire alarm, you should always head towards the main stairs in order to leave the building. Please assume that
the alarm is real, except if it sounds at 11.00 a.m. on a Tuesday. At this time, it’s always a test - we hope. It's vital that you do not
spend time collecting your baas or personal belongings because this wastes valuable evacuation time. When you have left the
building, please look for the fire marshals, who will be wearing fluorescent
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orange jackets. They'll show you where the waiting area is, but just so you know, it's the park at the rear of the office block. Your
department has a fire safety officer - I believe it's Susan Jenkins - and it's her job to make sure that everyone who signed in has
vacated the building. Susan will then tell the fire safety manager if there are any missing people. Can I also remind you that you
mustn't enter the building again until the fire safety manager, in other words, me, tells you that the situation is no Longer
dangerous.
Track 20
Marketing
Right team, this afternoon I want to go over the new marketing and advertising strategy so that everyone is clear on the streams
Manager:
for each of our product ranges.
Let’s start with toys for children. Now, last year most of the advertising was done through leaflets posted through people's
letterboxes across the city. However, the products are now selling well nationally in department stores rather than just in our local shop
here in Leeds, so we’re going to expand the budget and use print media. By this I mean the national newspapers, in order to maximise
the exposure to these products. And despite the fact that our competitors advertise baby clothes on TV, we won't be using this method
as our statistics show that it's just not cost- effective. People don't pay much attention to TV ads for baby clothes, but we believe a
picture in the newspapers wilt be much more attractive to potential customers. We’re going with this method.
As far as clothing for expectant mothers is concerned, the campaign will move from newspapers to the internet due to the fact that
we've seen an increase in internet shopping for clothes among women in general.
And finally, baby food. Adverts for this are difficult to place, and we've previously tried ads in all three media. Anyway, although our
analysis has shown that the internet is one possibility, we’re going to continue using television; many other types of food are also
advertised on TV and happy mothers and babies make a very strong image.
Track 21
Chief Executive I’d like to start by welcoming everyone to our annual meeting and thanking you all for your hard work. It's been a great year
Officer: for us in terms of expansion and optimising business opportunities, and I'm pleased to say that Benchmark Consulting is a
thriving, successful company.
I'd like to take this opportunity to give you an overview of where the company began and where we'll be going in the next ten years.
For those of you who've been with the company since the start, sorry if you already know all this, but we have so many new staff
members that I thought it would be worth filling in some background information.
Benchmark Consulting was set up in 2000 by James Cox, a local entrepreneur who opened the first office in Melbourne. His real
achievement was to create a new consultancy system which enabled clients to see which of the key areas of their business needed
strengthening. James was incredibly successful with his system, and started the company off on a journey of expansion. He retired in
2006, and was succeeded by Fred Montgomery. Fred shared James’s views on consulting, and continued the expansion; he
increased revenue to $5 million and opened a new office in Perth. Soon the Benchmark Consulting system had become just that - the
benchmark for many other consulting firms, and Fred took the opportunity to sell Benchmark for $10 million in 2008.
Our new owners are, as you know. TFB Group Ltd.. and their investment has allowed us to build our brand new headquarters here
in Sydney. TFB Group have brought us more exposure at a national level, and our most recent success has been winning a contract
with the government of Australia, advising on management restructuring.
Now we ourselves have done a little reorganisation over the last year to maximise our productivity. We’ve thought long and hard
about the best location for the Marketing Department as this is the key to facilitating our future business. Although Perth has a large
number of marketing companies, which enables us to learn from our competitors, it’s Melbourne that's the gateway to international
connections, and therefore we've decided to move all marketing operations there.
In terms of professional development, we wanted to optimise the training programmes available to our staff because training is vital
if we want to remain competitive. As a result, staff
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CD2: Tracks 22-31
training will no longer be here in Sydney but instead will take place in the Perth office, where new facilities
have been installed.
Finally, we've looked at how to optimise our back office administrative functions. Currently, each office has its
own admin department. However, this is proving to be less efficient than we would Like. In order to resolve
this situation. aU these functions will now be centralised here in Sydney.
Track 22
Chief Executive
Officer: So what does all this mean for the future? Well, after ten years, I've decided that Benchmark
needs a new vision for the future. I think it's time for us to divide up parts of the business into smaller units.
Therefore, over the next five years I aim to set up two small subsidiary companies in order to focus on
international expansion in Europe and Asia. There are many organisations in emerging markets which could
benefit from our experience and skills.
Which leads me to the next point for future development: that of increasing our workforce. It’s become clear
that all our departments are understaffed, so we’ll be taking on more employees over the next year. And the
really good news is that to make us a desirable employer, all positions, current and future, will receive a
salary increase of ten per cent.
Lastly. I know that some people are worried about the financial aspects of having to move to another city
as part of the restructure, so Benchmark will be providing a relocation package to all employees thus
affected. This is because we would like you all to remain with the company for the foreseeable future.
Tracks 23-27
See page
90 for text.
Track 28 Morning, everyone! How are you?

Joe: Fine thanks, Joe.
Susan: Yeah, fine, Joe. Have you managed to do much research on our minority languages project?
Julia: Well, Julia, I've been having some trouble finding information about the number of Cornish speakers in the UK.
Joe: The records at the Office of National Statistics and the Cornish Language Council say different things, so I'm not
sure who to believe.
Hm. Susan, have you got any information about this?
Julia: I was looking on the government's minority languages website, and it says that nearly half the minority language
Susan: speakers in the UK are speakers of Welsh.
Are you sure it's nearly half? I thought the number of Gaelic and Welsh speakers was more or less the same.
Julia: It used to be, when Gaelic was a compulsory subject in schools. But nowadays there are fewer speakers of
Gaelic compared to Welsh. And apparently, with Cornish it's difficult to know the exact percentage of the
Susan:
population who speak it because most people only speak it to intermediate level; very few people are fluent
speakers.
I suppose that's why the statistics are different. Well, I think we should go with the more conservative estimate
Joe: based on the number of fluent speakers.
I think you're right, which means that Cornish isn't spoken by nearly as many people as the other languages.
Julia: Yes, I think that's right too. Based on fluent speakers, that means that Welsh is the most widely spoken and the
numbers of Irish and Gaelic speakers are more or less the same.
Susan:
Track 29
Stephanie: Right, Harry, Rob, shall we get started on this presentation for European Studies?
Rob: Well, how about if I start by talking about the central regions of Spain, where most people speak
Spanish?
Harry: Good idea. It's important we make it clear that the majority of the population use Spanish as
their main language. Then I can introduce the Galician accent of the north-west.
Stephanie: But isn't Galician more of a dialect?
Audio scripts 135

Harry: Oh yes, you're right.
Stephanie: We've got to get our terminology correct because Spain is complicated in terms of languages and dialects and accents.
How about we then move across to the north-east, and I give details on the Basque Language and how it’s different from
Spanish.
Rob:
That seems Logical. Stephanie. Do you also want to mention the other language in the north-east? It's Catalan, isn’t it?
Yes. In fact we should say it’s the official language of the region to show how important it is.
Stephanie:
So, what am I going to present?
Rob:
We need to include something about accents and speaking styles, don't we?
Harry:
Of course. I could explain the difficulties of understanding the accent in the south due to the fact that the Locals speak quickly.
Rob:
Excellent! Well I think that covers everything. Shall we meet tomorrow to practise our presentation?
Stephanie:
Track 30 So, Natalie, Louise, how are you doing with your report on encouraging people to speak local languages? Fine thanks, Dr
Tutor: Philips. It's been really interesting.
Natalie: We've found lots of information which we've collated for our report.
Louise: Good. What are you going to focus on?
Tutor: Well, many schools and colleges are doing good work promoting local languages both as qualifications and in terms of
Louise: after-school clubs.
And then there's the rise in popularity of minority language music, which seems to be driven by tourism. Tourists who are
Natalie: exposed to songs in indigenous languages become interested in learning those languages.
OK. Now you need to be careful with these topics. They are fascinating, but you need to look at the influences which drive
language learning. Education doesn’t leave people much choice, and music isn't a strong enough factor.
Tutor: Do you have any suggestions for us?
Well, what did we talk about in last week's seminar? Can you remember any of the real push factors? Do you mean things like
communication and relationships between companies and their workers?
Natalie: It's much more powerful than music, don't you think?
Tutor: Yes, I see what you mean. So I suppose our other idea isn't very strong, either. We also thought about hobby groups, but I'm
Louise: beginning to think they're less significant.
Tutor: Yes, there aren't sufficient hobbyist groups to make a real difference to local language learning. But, think about something else
Louise: which is similar but reaches a much larger proportion of the population of a country or community.
Ah! Like online discussion groups? I remember in the lecture you talked about how the Internet is fuelling the increase in
Tutor: local languages through the world languages project.
This is more appropriate for your report because we can actually measure the amount of correspondence in each language
and chart increases and decreases overtime, which makes it a more rigorous form of analysis.
Natalie: Of course. So we should definitely include that in our report.
It's becoming clearer now. We need to write about the larger factors involving commerce and online communication, where we
Tutor:
can record language usage.
I think it’s better than looking at anecdotal information.
Thanks, Dr Philips.
Natalie:
Louise:
Tutor: So, we need to get this field trip sorted out as soon as possible, don't we?
Louise: Yes. Let's get started. James, have you worked out which two countries we should travel to?
Well, I thought we could go to the USA and Mexico because that's where the populations of most native languages are
Track 31 concentrated. But then I found out that the three Languages we’re most interested in are more widely spoken in Canada
Anna:
than Mexico so I think we should go there instead. OK ... Anna, weren't you going to think about our research focus?
Suzanne:
Yes, and I think I've found two areas that would work well. Firstly, use of the three languages, Na-Dene, Salishan, and Algic
James:
among the younger generation - people up to the age of twenty-five.
Suzanne:
Anna:
Listening for IELTS

I found out that although there are many older speakers of Algic, it's used much less by the young, la fact young people under
the age of twenty-five use both Na-Dene and Salishan more than Algic. That's interesting. That means that native language
use isn't really being affected by the older generations any more.
James:
So, what's the other focus area then, Anna?
Suzanne: Well, it would be good to try to find out what affects changes in native language speaker populations. You mean things
Anna: like family life, and the influence of popular culture or tourism?
James: Yes, areas like that, but not tourism or culture because they're too general. I think we should look at whether family has
Anna: an impact in terms of passing on native language use. And possibly the effects of government language policy too.
Government figures can be deceptive, but they’re still worth looking at. Maybe we should also focus on something like
job creation and work statistics and the number of people who leave the USA to live in another country instead.
Suzanne: Mm, yes. I think emigration would be as useful as language policy.
OK, then. Let’s focus on those three as well as what happens in families.
James:
Suzanne:
Well, shall we look at our route now? Most of the speakers we're looking for are in California, so we could start there. We
can spend two weeks travelling around and meeting people to get some background information and then start collecting
Track
data.
32 What do you think about beginning in the south-west corner of the state and visiting the Barona reservation?
Anna: That’s a good idea. We’ll be able to get some interviews with native language speakers there. And then we could go to
the eastern mountains to visit the Local education authority of North County - they’ve got a native language project for
school children.
Suzanne: Why there? Wouldn’t it be better to go to the education department in San Diego? It's bigger.
But they focus more on Spanish and English bilingualism and less on native languages.
Anna: In that case, the North County Education Authority will be more valuable so let's do that. After that, we could head south-
east to the town of Bishop. There's a company there called Co-Tech, which employs only bilingual speakers. I’ve emailed
the managing director, who's happy to give us an interview.
James:
That’s great work, James! It sounds like something we should definitely do.
Anna:
Right, well I’ll email her to confirm.
James:
Also, we should go to Sun City. It's this bilingual town in the south central area of the region. They have a policy whereby
all signs in the town must be in the local language as well as English. We can take photos of these signs - they’ll make
good visuals for our report.
But won't that be intrusive for the people who live there?
Suzanne:
No, they're used to it - the village is used as a model for other communities who'd like to do the same thing.
James:
In that case, let's add it to the itinerary.
Anna:
Suzanne: Excuse me, where are the dresses?

Anna: They're at the end of this aisle, on the left. Can I help you with anything?
Yes, maybe. I'm not from around here, so I don't know this store.
Suzanne: Well, I can help you with anything you need.
Fantastic. I'm actually down here for my brother's wedding, and I need something to wear. I've just started a new job and
Track 33
Ellen:
Assistant:
Ellen:
Assistant: Or there's this patterned one?
Ellen:
Assistant:
Listening
Ellen: for IELTS
Assistant:
I haven't had time to get anything yet. I'm looking for something smart. Maybe a new dress.
Well what about this one?
I think it's too hot for long sleeves.
Yes, well, this one has shorter sleeves, and it still has the bow, which I think is a nice detail.
Ellen: I'm not keen on a pattern. I think I'Ll go for the one with the bow. Do you have it in a size 10? Let me have a look ...
Assistant: Yes, here.
Ellen: Great! I need a hat, and then I can try them on together.
Assistant: What kind of hat are you looking for?
Ellen: What about this one with the flower?
Assistant: Yes, but if I may suggest, a taller hat would add to your height.
Ellen: Really?
Assistant: Yes, try this one.
Ellen: I see what you mean!
Assistant: We have this style with the single flower, or with a small bunch. And it comes with a wide or narrow brim.
I like the narrow brim, and just the one flower. Hmm, can I have a blue flower?
Ellen:
I'm afraid it just comes in cream.
Assistant:
Well... it goes with the dress, anyway.
Ellen:
Great. I'll place an order and have the hat sent to you. It'll take about two days to be delivered. Is that OK?
Assistant:
Yes, that's fine.
I need to take down a few details for delivery. Can I take your name?
Ellen:
Ellen Barker.
Assistant:
And the delivery address?
Ellen:
It'll be my brother's address. It’s 15 ... no ... n BrightweLl Avenue.
Assistant:
14 ... Can you spell that, please?
Ellen:
Yes. B-R-l-G-H-T-W-E-L-L Avenue, Staybridge, Kent, DA4 7DF And can I take a
Assistant:
contact number?
Ellen:
Yes, my mobile is 03221 7774 [0-3-double 2—1 —triple 7-4].
Assistant:
03221 7775
Ellen:
No, it's a u at the end.
Assistant:
Sorry. I've got it now. We can deliver on May the twelfth. We can't specify an exact time, just morning or afternoon.
Ellen:
Any time in the early morning is fine.
Assistant:
And how would you like to pay?
Ellen: Visa
Assistant: Great. That comes to £32.25.
Ellen: Okay, thanks.
Assistant:
Ellen:
I'm just going to try this dress on and then look for shoes. Where are the changing rooms?
Track 34 They’re to the left of the store, right next to Customer Services.
Ellen: And I want some shoes and accessories, too. Where can I find them?
Assistant: The accessories are in the Womenswear department. The shoe department is right at the front of the store, between
Ellen: Menswear and Home Furnishings. Oh, no, sorry ... We’ve just moved the shoe department for the summer season. It's
Assistant: now very near the charming rooms, actually, straight in front of them.
Thanks so much for your help. And where can I pay for the other things?
The cash desk is at the front of the store, by the Menswear.
Thanks.
Ellen:
Assistant:
Ellen: Welcome to San Fernando City Tours. I'm Mark, your tour guide. We have a lot to see in three hours, so make sure
you're comfortable! We'll be travelling into the historical district first, and then into the town centre. After that, it's out
Track 35 to the harbour, and we’ll finish up at the lighthouse, just past the harbour. That will take us up to midday, and after
Tour that, you're free to do what you want. At the lighthouse you'll have a chance to visit the tea room and take
guide: photographs of the magnificent coastline. Now, as we have only three hours, we won’t be able to take you round
Listening for IELTS

CD2: Tracks 32-35
the shopping district, but we think you'd prefer to look around the shops there in your own time, anyway.
San Fernando has some well-known tourist attractions - the lighthouse for example, and the National Library.
However, the little-known Military Museum is not to be missed. Be sure to visit before you leave!
Now, there’s a lot to do in San Fernando. Indeed, there realty is something for everyone! For those who love the
water, I can recommend a trip on the Seafarer, one of the most famous boats on the San Fernando River. It does an
evening trip with a three-course meal included. It's great fun for everyone, but especially for young people in their
teens or twenties - after nine there's a disco on the boat and it gets really lively! Then there’s a climbing wall near the
town centre. It's incredibly popular, with a large wall for expert climbers, and a smaller wall for novices. There’s also
a junior wall and a crèche. so it’s a great day out for those of you with kids. And if you like walking, there are some
great walking tours. The City Sights Tour is highly recommended, as is the walking tour by the coast. But that one’s
only for the fit, not really suitable for children or the elderly. For more mature people or those less able to get around.
I would suggest a tour around the vineyards. It can be done in the luxury of a coach, and it's a wonderful way to
explore the region's wines.
Track 36
Tour guide: Naturally, there's a charge for all these attractions, but you can get fifteen per cent off if you have
an Explorer Pass. If you don't have a pass but would like one, the driver here has application forms. Just ask him for
one and fill it out while on the tour. Then you hand it in to the tour office. Normally, it costs $10. but this year it’s just
$7! When you hand it in, you'll get your picture taken for the card on the spot, and then your card is ready to use!
Remember to show it whenever you pay for anything! The discounts apply not just to tourist attractions, but some
bars and restaurants. Basically, everywhere you see a red explorer symbol.
Ah ... We're conning up to the historical district now ...
Track 37
Tutor: Hi, Katie. Hi, Ian. Come on in!
Katie: Hi, Professor Gordon. We wanted to talk to you about our wildlife presentation next week.
Tutor: Have you decided how to organise it?
Ian: Yes, Professor. At first, we were going to focus on the cat family, but then we decided to talk about
nocturnal animals instead.
Tutor: Yes, good idea. And how is your planning going?
Katie: It's going well. We think we have enough material for twenty minutes. The advantage is that there
are so many visual aids we can use. We've found lots on the Internet which we think will be really interesting for
people.
Ian: The problem is that this topic has been hard to narrow down. If anything, we've got too much
information for just twenty minutes. How do you think we could narrow it down further?
Tutor: It is a broad subject. There are a few ways you could do it, but I'd recommend just Looking at a
representative sample of nocturnal animals, just four or five.
Ian: Yes, and maybe we could choose one animal from each continent, or a land creature, a marine
creature and a winged animal.
Katie: I like the idea of separating it by different types of animals. And if we limit the detail, we'll definitely
have enough time!
Tutor: But don't limit the detail too much. Also, think how you're going to interest the audience.
Katie: Well, we're going to have a picture for each animal so we can talk through the picture.
Tutor: That's a nice idea, but don't limit yourself to pictures. If you can find any clips of the animals, use
them! Showing brief video clips can keep an audience interested.
Ian: I’ll look on the Internet tonight.
Tutor: And think of questions to ask your audience. People like to be involved!
Katie: Yes, that's a great idea. Anyway, Professor, we've been practising our presentation and we'd like to
show you a small section. Is that OK?
Tutor: Well, we just have a couple of minutes left, but go ahead!
Audio scripts
CD2: Tracks 36-39
Track 38
Katie: Well, we were thinking of presenting each animal with a picture and describing their physical
characteristics.
Tutor: OK, but not in too much detail. That’s just background information.
Ian: We'll start with the jaguar. I'Ll introduce it by saying that the jaguar is a nocturnal animal and the only
species of the genus Panthera to be found in the Americas. Like any cat, it has whiskers and it can move
quickly. Its spine has great movement, meaning a jaguar can take long strides, sometimes UP to five and a half
metres. This can make it a deadly predator as you can imagine! Moving on to the fur ... Its fur is quite distinct. The
markings are Like black doughnut-shaped spots on its otherwise yellow fur. People often confuse them with the
leopard for this reason. Now the tail is interesting. Although people think that the tail has stripes on it, the fur on the
tail actually is similar to the body with black circles around the lower section. The jaguar is generally a creature to be
feared. ... Oh, yes, I should have mentioned this earlier. Sorry. Like most cats, it has sharp, retractable claws.
Tutor: Yes, that's fine, but be careful. The jaguar is usually thought of as nocturnal, but strictly speaking, it's
crepuscular, in other words, most active between dusk and dawn. But as long as you mention this, you can put it
under the umbrella of nocturnal. Is that all?
Katie: Yes, I think so. Thanks, Professor.
Track 39
Lecturer: The subject of this series of lectures is horology, the science of measuring time, and we’ll be looking at a few basic
concepts in this lecture.
The measurement of time has come a long way since ancient times. It began with such devices as the sundial,
where the position of the sun's shadow marked the hour. Daylight was divided into twelve 'temporary hours’ - these
temporary hours were longer in the summer and shorter in the winter, simply because the amount of daylight
changes with the seasons.
The earliest sundial we know comes from Egypt. It was made of stone and is thought to date from 1500 BC. Sundials
were used throughout the classical world, and with time, evolved into more elaborate devices that could take into account
seasonal changes and geographical positioning and reflect the hours accurately, no matter what the time of year.
This was quite an achievement in technology. Today, sundials can be seen as decorative pieces in many gardens.
In the eleventh century, the Chinese invented the first mechanical clocks. They were Large and expensive, and
certainly not intended for individuals. However, this is the type of clock we are familiar with today. There have been
many developments in clocks and watches since then, and they have been greatly improved, but if your clock or
watch makes a ticking sound, then it could well be based on the mechanical movements the Chinese developed a
thousand years ago!
However, timekeeping has moved on from the mechanical clock. Time has become so important that there is a
series of atomic clocks around the world which measure International Atomic Time.
Even though many countries have their own calendars, globalisation has made it essential that we measure time
uniformly, so that we know, for example, that when it's 6 a.m. in the United Kingdom, it's
2 p.m. in Beijing. This standard was set in 1958. Now these atomic clocks are situated in over seventy Laboratories
all over the world.
There is so much to cover about the development of time measurement that I would like to refer you to the reading
list. The core text is The Development of Time: Theory and Practice, but there are many other useful texts. A good grounding in the
subject is given in Understanding Time by J. R. Beale. Although some sections Lack detailed analyses, it does offer a good
foundation. Also Time: Concepts and Conventions is quite a useful read. You might think from the title that it is about the
philosophy of time, but this isn't the case. Rather, it gives a good description of how different countries have different
approaches to time in terms of calendars and days. Lastly. The Story of Time by David Harris analyses time in great detail,
and I would recommend this book if you are aiming to specialise in horology.
Now, we’re going to continue with an in-depth look at lunar and solar cycles.
a 6, b 7, c 8, d 2, e 3, f 1. g 5, h4
Answer key Exercise 2
1 h, 2 c/g. 3 f, 4 a, 5 b/f, 6 d. 7 c/g, 8 e/f Exercise 3

1 On the move 1 f, 2 a, 3d, u h, 5 c, 6 g, 7 e, 8 b
Parti: Vocabulary Exercise u
1c, 2 c, 3 a, ub
Exercise 1
Audio scripts 140

Units 1-3
Part 2: Practice exercises 3 practise, u practice, 5 succeed, 6 success,
Exercise 1 7 successful, 8 instruct, 9 instructive/instructional, 1Ũ
instructively/instructionally, 11 concentration,
Predictions
12 concentrated, 13 capability, u capably,
1 name of place (e.g. country, city), 2 time (e.g.
15 express, 16 expression, 17 expressively
2 weeks/1 month/weekend), 3 description/ types of
holiday (e.g. beach/city break/relaxing/ sightseeing), u Exercise u
Mexico, 5 6 weeks 6 working 1 active, 2 act, 3 activities, A actively Exercise 5
Exercise 2 1 active, 2 concentrate, 3 instructor, u practise, 5
practice, 6 motivates,
Predictions
7 concentration, 8 active, 9 successful
1 time period (e.g. 2 weeks/1 month), 2 person (e.g.
friend/family member/school mate), 3 verb (e.g. speak/learn), u 2
weeks, 5 best friend, 6 to study
Exercise 1
Exercise 3
1 b (The names of languages are
1 name, 2 place, 3 time, u date Exercise u capitalised, so 'French' is correct.!
1 name, 2 time, 3 name, u date,
2 e (The full name is given for the
5 time, 6 name, 7 date
previous student in the table.)
Exercise 5 3 h (The percentage symbol (%) is already included
1 GEOFFREY, 2 19th September, 3 210, u cash Exercise 6 so you cannot include it again. If you write the
1c, 2d, 3 a, u a, 5 b, 6 d percentage in words, it is more than two words and
Exercise 7 does not follow the format.)
1a, 2 c, 3d, 4 b Exercise 2
Exercise 8 1 Angela, 2 10.50 ['Ten pounds fifty' is incorrect
(Suggested answers) a John is poorly. / because the instructions say 'write no more than two
John is sick, b He has arranged to see a words'.), 3 Tango, u Wednesday, 5 10.00
play. / He has got tickets for a musical, c He Exercise 3
is afraid of being on the water. / 15-10, 2 online dangers, 3 friends (online],
He is frightened of the sea. A Test Doctors
Exercise 9 Exercise u
1 c (Look at the audioscript on page 103. John has booked theatre
a 2. b 1. c 1, d 2, e 3, f3 Exercise 5
tickets, but this is not the reason
he cannot go on the boat trip. The reason is that he is 1 cabins, 2 tents, 3 cooking area
scared of water: I hate the sea, and I'll be sick with fear if the waves Exercise 6
are big! The word sick is used here, but John is saying he
1 Chart B, 2 Chart A Exercise 7
will be sick because he is scared, not because he is
ill.) Chart A
Exercise 10 1 Get a team of 7 players, 2 Elect a captain,
1c, 2 c 3 Fill in an application, 4 Pay entrance fee, 5
Dates and times sent, 6 Confirm attendance, 7
Part 3: Exam practice Receive opening event invitation
Questions 1-4 Chart B
1 Carter, 2 636197, 3 Riverside Hotel, A 2.00/2/two 1 Complete admission form
Questions 5-6 1b If not a member, join the club
5 A, 6 c 2 Pay deposit
Questions 7-10 3 Receive confirmation later
7 D, 8 A, 9 c, 10 B
Exercise 8
2 Being young 1 youth club, 2 welcome pack, 3 Coordinator/ Co-

ordinator, 4 record book, 5 badge
Parti: Vocabulary
Part 3: Exam Practice
Exercise 1
Questions 1 -U
a 1,2, b 1, cl. d 3, e2 Exercise 2
1 Salsa, 2 Jim, 3 Football, u Roller
1a, 2 c. 3 b. u e, 5d Exercise 3 skating/Roller-skating
1 motivation, 2 motivated/motivating/motivational, Questions 5-7
Answer key 141

Exercise 1
5 Dance Studios, 6 Changing Rooms, 7 Tennis Courts Steven 1, Joanne 2
Questions 8-10 Exercise 2
8 sign, 9 reception, 10 membership card 1c, 2 a, 3 b, 4 a, 5 b, 6c
Exercise 3
3 Climate 1a, 2 b, 3 c, ia, 5 c
Parti: Vocabulary Exercise u

c, a, b, d
Exercise 1
Exercise 5
a A, b 2, c 5, d 6, e 1, f 3 Exercise 2 1 power plants, 2 natural events,
1 glaciers, 2 salinity, 3 humidity, t\ kilometres (British 3 (acidic) compounds, h snow or fog
English]/kilometers [American English), 5 pressure, 6 Exercise 6
evaporation, 1 verb, 2 noun, 3 verb, 4 noun, 5 quantity/amount Exercise 7
7 environment, 8 biology, 9 brightness 1 rains, 2 [any) electrical equipment,
3 crouch down, u first aider, 5 80%/eighty per cent
Exercise 3
1 c/e, 2 g, 3 b, Ac, 5 a. 6 h. 7 d, 8 f
Exercise u
Part 3: Exam practice Questions 1-3
1 research/our own research/own research,
1 'Atmosphere' is different: the other words 2 wide reaching/wide-reaching, 3 break down
relate to water.
Questions U-l
2 'Ozone layer' is different: it denotes a
4D, 5 c, 6 B, 7 A
layer of the atmosphere while the other
words describe a change. Questions 8-10
8 rotate/spin, 9 lose, 10 (around) the other direction
3 ’Tidal wave' is different: it relates to the sea while the
other words denote kinds of wind.
u 'Drizzle' is different: it denotes light rain while u Family structures
the other words relate to water in the atmosphere
that affect visibility. Parti: Vocabulary
Exercise 5 Exercise 1
Before: former, initially, previously, prior After: eventually, a 3, b 1, c 2, d 4
finally, in the end, next, the next phase/step, ultimately, Exercise 2
when At the same time: during, simultaneously, when 1 relation/relative, 2 marry, 3 parent, u inheritance,
Transition from one stage to another: moving on to, next, 5 household, 6 engaged, 7 adopt, 8 cousin
the next phase/step, when Notes: Exercise 3
• If two clauses agree in tense, when shows 1 e/i, 2 b, 3d, u h, 5 i/e, 6 j. 7 g,
that an event occurs simultaneously with another one. For 8 c, 9 a, 10 f
Exercise u
example: When the wind blows, it is cold. (when + present + present)
With words like finish and stop, this indicates a time change.
1 agree with, 2 cares for, 3 disapprove of,
• If the two clauses do not agree, then there is a time
4 aimed at (passive construction), 5 struggle with,
change. For example: When it has been hot all summer, the harvest
6 participate in, 7 refer to, 8 concentrates on
is usually abundant.
Ịwhen + present perfect + present simple) Exercise 5
• Note the two uses of next. Sometimes there is a 1 parent, 2 concentrating, 3 engaged, u step,
clear indication of transition, sometimes there is 5 extended, 6 household, 7 cousins, 8 for, 9 suffer
not. For example:
The clouds got dark and next it was raining heavily,
(transition) Exercise 1
I'll meet you next week. (i.e. I’ll meet you after this week. - There is no 1 e, 2 f, 3 a, u g, 5 b, 6 h, 7 d, 8 c Exercise 2
context to give it transition.) Order: firstly, lastly, next Reason: the reason for
Exercise 6 this is, due to Result: as a result, thus Repetition: in
other words Contrast: however, on the other hand
1 d, 2 e, 3 a, 4 h. 5 b, 6 c. 7 f, 8g
Addition: also, furthermore, in addition Example: a
Exercise 7 case in point is, an illustration of this is, for
1 eventually, 2 prior, 3 when, 4 Initially, example, for instance Emphasis: the main point is,
5 Next, 6 ultimately, eventually
the crucial factor is, what I am essentially arguing is
Part 2: Practice exercises Exercise 3
Listening for IELTS

Units 1-3
1b, 2 f. 3 h, ả a, 5 d, 6 e, 7 g, 8 c
Exercise t*
1 On average, when do people get married?
2 What is the key reason given for the
increase in divorce numbers?
3 Who believe that families are the key to the
functioning of wider society?
4 What is the average number of
family members in the UK?
1 a, e, 2 d, h, i, 3 c, f u b, g, j
Exercise 5
1 What percentage of women in their early thirties
still live with their parents?
2 When were house prices only three
times the average yearly income?
3 What is the reason that people return to their
parental home after university?
u Who does the Affordable Housing
Scheme aim to help?
1 5%/5 per cent/five per cent
2 1980s/nineteen eighties (Note: '1980' would not
be a correct answer. The speaker
is referring to the entire decade.)
3 student debt
u first time buyers/first-time buyers
Exercise 6 Suggested
answers:
1 adjective, 2 'to' + noun/noun phrase (to express reason], 3
present simple/past simple verb ['often’ is usually used with the
present or past simple), u words used to indicate
percentage/amount + 'of
1 traditional, 2 to property ownership,
3 inherit, 4 a third of
Exercise 7
1 Families lived with servants.
2 Children were mainly home schooled.
3 Fathers occasionally taught their children Latin.
4 The Victorians were not generous to the poor.
5 Parents were strict with their children.
Exercise 8
1c, 2 a, 3 e, 4 b, 5 f, d
Exercise 9
d, e

Questions 1-4
1 nuclear family, 2 a step family,
3 to separate, u consumer spending
Questions 5-8
5 1 in 4/one in four, 6 Women, 7 married,
8 (in) rented accommodation
Questions 9-10
9 B/D, 1ŨB/D
Answer key 143

Units 4-6
1 social, 2 accommodation, 3 (on) student card
5 Starting university
Parti: Vocabulary
Exercise 1 Questions 1-4
1 student: The other words are people who teach. 1 AND1Ũ5763, 2 Earth Science, 3 Lavender, 4 566341
2 presentation: The other words are written forms of
assessment; a presentation is spoken. Questions 5-7
5 Training, 6 Philosophy, 7 TV room
3 brochure: This is the only non-
academic printed material. Questions 8-10
4 lesson: The other words are university styles of 8 online reservation system,
teaching; a lesson takes place in a school. 9 (student) number, 10 email
Exercise 2
1 tutorials, 2 student, 3 lecturers, 4 presentations Exercise 3
6 Fame
1 astronomy, 2 philosophically, 3 sociological,
Parti: Vocabulary
4 statistician, 5 politics, 6 biologist, 7 economic (= concerned
with the organization of the money, industry, and trade of a Exercise 1
country, region, or societyl/economical (= not requiring a lot of 1c, 2 a, 3 f. u d, 5 b, 6e Exercise 2
money to operate), 8 physicist 1 programmes/shows, 2 scripts, 3 flexible,
Exercise u A creative, 5 star, 6 acting, 7 press/media, 8 play,
1 politicians, 2 philosophical, 3 statistics, 9 character, 10 international, 11 shot/filmed,
4. physics, 5 astronomer 12 location, 13 unimaginable, u
Exercise 5 post-production
Exercise 3
1 N, 2 A, 3 AD, u NP, 5 A, 6 N, 7 NP, 8 A Exercise 6
1 enjoyable, 2 supervisor, 3 helpful, 1 counter-productive, 2 semi-final,
4 effectively, 5 manageable, 6 scientific 3 multinational, u recreate, 5 bilingual
Exercise u
Part 2: Practice exercises 1 inequality, 2 distrust, 3 imperfect, u
Exercise 1 irresponsible, 5 unaware
Suggested answers: Exercise 5
1 easy, fun, interesting, fascinating, challenging 1 ir(regular), 2 multi-(miUion), 3 un(likely), u re-(think),
2 good, very good, excellent, knowledgeable, competent 5 ir(responsible), 6 un(reasonable)
3 alone, on her own, by herself, without other people u fail,
not pass, do badly in, struggle with Part 2: Practice exercises
Exercise 2 Exercise 1
1 not that difficult, 2 (highly) knowledgeable, 1 composed, 2 nationally, 3 performance, u
3 alone, A not pass creatively, 5 last, 6 first night/opening/ opening
Exercise 3 night, 7 award, 8 sacked/dismissed
1 d, 2 a, 3 e, 4 c, 5 b Exercise 2
Exercise u 1 vii, 2 i/vi, 3 i/vi, 4. ii/iv, 5 ii/iv, 6v Exercise 3

a u, b 2, c 3, d 1, e 5 1 d (She died in 7 968 and you can see her gravestone in
Tanbridge Cemetery.l
Exercise 5
2 b lA bestselling horror writer, he got many of his themes for his haunting novels from
1 bowling alley, 2 park, 3 (Elm Tree/Elmtree)
Café, u swimming baths, 5 leisure centre this very town.I
3 a (Not only a poet, he has atso written ten novels that have topped the book sales
Exercise 6
charts.I
1 78A High Trees Street, Sydney, 2316
4 c [Before she headed for Hollywood, you could have seen her
2 354 Castle Avenue, Edinburgh, E5 7HU
waiting tables in The Dorage Restaurant here in town!!
3 86 The Drive, Brooklyn, New York, /+5008
Exercise 7 Exercise u
Answer: c (The book 'tells the story'. He read the story, and
1 Taylor, 2 Mathematics, 3 Ashley, u M4 9JA Exercise 8
made the film from that story.
1 8/eight books, 2 molecular biology,
3 in person, u (personal! tutor Incorrect answers:
a: South America was where he was inspired, but the film was
Exercise 9
not based on his travels, b: Chambers heard about a book or
Answer key 144

Unit 7
novel. He was not told the story. the end, because they are so disliked by the public and ceiebrities.l
Exercise 5 d [And who pays for this? Well, all of us.
1 b iHe claims his inspiration for the film is his own experiences growing up in 1950s Cinema and concert ticket prices have risen and DVDs cost more than ever.l e l . . .
Liverpool.1 the rewards go to only a small elite ... but they miss a lot of the creative talent in the
Incorrect answers: industry, like the people who write the screenplays. They are still on the same salary
a (The text mentions stories, but only to say that the director they were on ten years ago.I
still thinks the majority of ghost stories are actually true'.) c
Part 3: Exam practice Questions 1-3
(The film 'has the feel of a comic book', but it is not based on
Answers can be given in any order.
one.)
B, F (The scheme has been great for tourism, but it was really started to raise
2 b I'What Happens in the Night’ is a film that will scare you. I wouldn't say it’s the best
awareness of the rich history of Sydney, [B] both locally [F] and nationally. and we
horror film to come out this year, but it's certainly shot beautifully, and it's not hard to
think we've managed to do this.l c iWe also wanted to make people aware of the
follow.l
impressive list of important people who have lived in this city, and we've certainly
Incorrect answers:
achieved that.I
a I'What Happens in the Night' is a film that will scare you. I wouldn't say
Incorrect answers:
it's the best horror film to come out this year, but it's certainly shot
A (Tourism has benefited, but this was not one of the
beautifully, and it's not hard to follow.I c I'What Happens in the Night'
is a film that will scare you. I wouldn 't say it's the best horror film to
reasons for starting the scheme: 'The scheme has been
great for tourism, but it was really started to raise
come out this year, but it's certainly shot beautifully, and it's not hard to
follow.! awareness of the rich history of Sydney ...)
3 a iRumour has it that Smith and Wyatt aren’t the best of friends. D (The scheme has been good for publicity, but publicity
In fact, on the set they barely spoke to each other!i was not one of the original aims.)
Incorrect answers: E (Again, the scheme has helped to preserve old buildings
b (The stars are in love in the film, but not in real life.) c ÍRumour but it was not one of the reasons for starting the scheme:
has it that Smith and Wyatt aren 1 the best of friends. In fact, on the set they barely 'Although not part of our original aims, the scheme has also
spoke to each other!! helped preserve some of the older and more important
4 b Ilf you want romance, this film is finel Incorrect answers: buildings in Sydney'.)
a (The reviewer says that 'men and women alike can get Questions 4-6
something from this film’, but she doesn't actually u c lit has been really wonderful
recommend it for women, as opposed to me,) c (The in hightighting our past.]
reviewer implies that Happy as Larry is not a particularly good Incorrect answers:
film: 'Happy as A (Although the scheme has helped tourism, we do
Larry is a move away from the usual films Sonya makes - she not know if has actually increased the amount of
is better known for her roles in action films - but she has tourism in the area.)
shown herself to be a capable comedy actress. However. B (There is no mention of people who have become better
I’m not sure this is the finest film to do it in.) known as a result of the scheme.)
5 c lA plaque can only be given to a person who is famous and has achieved
Exercise 6
something out of the ordinary, like an important politician or world- record-
Correct:
breaking sportsman for example.1
a (Sentence iv: 'the number ... has almost doubled'
A Ilf you want to nominate someone for a plaque you just need the person's name,
corresponds to More people';
where they lived and you need three signatures to approve your application.!
'celebrities' corresponds to famous [people]') c (Sentence
B (The role of the panel is to check that the data submitted
V: All aspects of a celebrity's life' corresponds to almost
is correct, not to approve nominations: 'Our panel then
everything about famous people'; 'are made known to the
checks that all the data you've submitted is correct and
public’ corresponds to ‘The public now know') e (Sentence ii:
hopefully, within a year a new plaque will be erected.']
People are now famous'
6 A iWhereas in the past the tourist board put in the majority of funding, now public
corresponds to 'Fame"; 'for only short periods' corresponds
donations count for sixty-five percent of all total fundsll
to 'more short-lived')
Questions 7-10
Exercise 7 7 D IFor example, if they are interested in
Answers can be given in any order. famous sports personalities they can do a tour following the
1-3: red plaques Ithe CO Lour we are aiming to use for these
a (It’s true that there are more celebrities around than ever before.) c IFamous people peoplel.l
are everywhere and although we know nearly all there is to know about these people - 8 A [We are thinking of using grey plaques to
their Lives are splashed all over magazines and television - they've retained their signify people who have done important work within the
mystery.] d (One day a person is famous and the next they are forgotten.I A-6: government...}
b lln fact, the paparazzi, who photograph the rich and famous, are 9 B iWe are thinking of using... white plaques for those
often seen as figures of hate for this. They come off much worse in who have done good works in the community.]
Answer key 145

10 E lLastly, our green plaques we think will be very Exercise u
popular, these win be for painters and scuiptorsl 1 general, 2 specific, 3 make notes,
7 Alternative energy u (kind of] system, 5 relevance
Exercise 5
Parti: Vocabulary 1 The answers will be verbs or nouns which refer to
Exercise 1 methods.
Nouns: chemical, electricity, fuel, gas, heat, Possible answers: use/using less lighting, turn/ turning down
liquid, metal, oil, oxygen, substance heating, recycle/recycling
Verbs: boil, burn, cool, freeze, fuel, gas, heat, melt, oil 2 The answers will be types of fuels which can be seen as
Adjectives: chemical, cool, nuclear, solar negative.
Possible answers: carbon dioxide, oil, gas, nuclear waste
Exercise 2
3 solar (energy), biofuels, nuclear (energy)
1 An effective way of producing power is to use solar
energy. Exercise 6
1 background details, 2 diagrams
2 At the North and South Poles, water becomes so cold
that it freezes. Exercise 7
3 If you heat water to 100 degrees Centigrade, it boils. 1 j, k, I (The word must be a noun that refers to a type of
u This power station uses nuclear energy to generate academic discussion.)
electricity. 2 a, c, e, g (The word must be an adjective because it comes
5 Oil is a substance found under the surface of the earth. before the noun 'energy'. Note that in terms of context, only
6 In order to make a fire, some kind of fuel such as wood is a, c and g are possible.)
needed. 3 a, c, e (The word must be an adjective because it comes
7 If you oil an engine, it will function more effectively. before the noun phrase 'energy source'.)
4 b, d, f, h, i, (The word must be a noun because there is an
8 Refrigeration is the main method of cooling food.
article 'the' before it. Note that in terms of the context, only d
Exercise 3
and i are possible.]
1 e, 2 c, 3 f, u b, 5 i, 6 a, 7 h, 8 d, 9 j. 10 g
5 f, j (The word must be a singular or uncountable noun
Exercise u because there is an adjective before it ('academic') and the
1 confirmed/announced/claimed, 2 denied, verb 'appears' is singular.)
3 recommended, 4 warned, 5 persuaded
Exercise 8
Exercise 5 11, 2 c, 3 h, A a, 5f
1b, 2d, 3 h, u i, 5 g, 6 a, 7 e, 8 f, 9 c
Questions 1-4
Exercise 1 1 less reliable, 2 (generally/very) expensive (to produce), 3
1 A. 2 A, 3 u, A D , 5 D, critical analysis, A wide reading
6 A, 7 u, 8 D/U, 9 A, 10 u
Questions 5-7
Exercise 2 5 daylight, 6 country, 7 willing to
Dialogue 1: Yes.
Questions 8-10
A: I think we should visit the nuclear power station as part 8 G, 9 c, 10 B
of our research for this module.
8 Migration
B: I couldn't agree more. And hopefully, we’ll be
able to interview some of the staff for a more in-
Parti: Vocabulary
depth view of how it works.
Exercise 1
Dialogue 2: Yes.
1 i, 2 j, 3 f, 4. c, 5 h, 6 g, 7 a,
A: Geothermal energy is the best option for
8 1, 9 k, 10 b, 11 d, 12 e
governments to invest in for the future.
B: Mm, I’m with you on that, but like all things it Exercise 2
depends on the amount of investment. 1 migrating, 2 monarch, 3 colony,
Dialogue 3: No, the second speaker is not sure. 4 heritage, 5 Overpopulation, • 6 Demographic
A: What I particularly like about using hydrogen as energy is Exercise 3
that it is environmentally friendly. Change in appearance: restore, distorted, manipulated,
B:Well, I haven't seen any reports to support that 50 I shrank
wouldn’t Like to say. Change in quality: restore, amended, manipulated,
Exercise 3 deteriorated, distorted
1 S. 2 M, 3 M, AS, 5 M, 6S Change in quantity: manipulated, boomed, diminished,
Listening for IELTS

Unit 7
eradicated, shrank, tailed off

Exercise 1
1 ci-vi-lian, 2 de-mo-qra-phic. 3 in-di-ge-nous, u mi-qra-
tion. 5 po-pu-la-tion, 6 he-ri-taqe,
7 an-ces-tor, 8 chro-no-lo-gi-cally, 9co-lo-ny,
10 co-lo-ni-al-is-m
Exercise 2
The words which are stressed most often in English are
verbs, nouns, adverbs and adjectives because these are
the content words which contain most of the meaning of a
sentence.
1 Due to the increasing number of people
moving abroad for work purposes, home is
something that is difficult to define.
2 One of the most important factors which causes people
to move to a different city or country is employment.
3 Migration has been occurring since the beginning of
humankind’s habitation of the planet and is likely to
continue for many generations to come.
4 The indigenous people of South America have not
changed their wav of life for centuries and continue to
resist the effects of globalisation.
5 Our ancestors were nomadic people who moved from
place to place in search of food and shelter.
Exercise 3
The list of families is more likely to be paraphrased
because the list a-c contains names of places, which
cannot be changed. In classification questions, names of
people or places or specific objects will usually not be
paraphrased.
Answer key 147

Units 8-9
Suggested answers: 1 predominant, 2 proportional, 3 monotonous,
1 Families with average incomes / Families who are A compatible, 5 immune, 6 optimum
comfortable financially Exercise u
2 Wealthy couples without children / Rich childless families 1 prompted, 2 incentive, 3 stems, u pinpoint, 5 coincided
3 Couples who no longer work / People who receive a
pension / Those in retirement Part 2: Practice exercises Exercise 1
u Families with low incomes / Families who work in blue Suggested answers:
collar jobs 1 Where was John born?
5 Wealthy households / Families who are very well off 2 Why does he Love going to the gym?
Exercise u 3 What time does he usually arrive at the gym?
A How often does he go to the gym?
1c. 2 c, 3 a, 4 a, 5b
5 What unusual thing happened to him on his Last visit?
Exercise 5 Exercise 2 Possible answers:
1 e. 2 b, 3 a, 4d, 5 f, 6c 1 Where is John's place of birth? /
Where does John come from?
Exercise 6 2 What reason does he give for his love of the gym?
1 being suspicious/suspicious of people,
2 beliefs and values, 3 listen, 4 isolation 3 What time does he normally get to the gym? u How many
times a week does he exercise?
Exercise 7
5 What strange/odd incident did he experience the last time
The 1844 Naturalisation Act was designed to know more
he went?
about immigrants as they had to give their personal
The order would probably be: b, d, e, c, a.
information when they arrived in Britain. (Suggested
answers) Exercise 3
When immigrants arrived in Britain, they had to give their 1 not answered
personal information under the 1844 Naturalisation Act so 2 It gives him energy.
that the government could find out more about them. / 3 5.30 a.m.
So that the government could find out more about them, u not answered
when immigrants arrived in Britain, they had to give their
5 There was a fire alarm and the sprinklers went off.
personal information under the 1844 Naturalisation Act.
Exercise 8
Exercise u
1 register, 2 5/five years, 3 spies, Purpose of the diagram: b (all the labels indicate the parts)
4 British Nationality, 5 work permits Flow: c
Type of answer:
Part 3: Exam practice Question 1: an adjective
Questions 1-3
1 sent home, 2 Legal examination, 3 Ferry
Questions £-6
4 a, 5 d, 6 c
Questions 7-10
7 shipbuilding, 8 2.3 million,
9 Brooklyn Bridge, 10 restoration
9 At the gym
Parti: Vocabulary
Exercise 1
1 instructor, 2 recommendations, 3 running, u healthy, 5
exercising, 6 fit
Exercise 2
1 d, 2 f, 3 b, u h, 5 c, 6 g, 7 a, 8e 1 predominant in, 2
proportional to, 3 confined to,
4 compatible with, 5 optimum (no dependent preposition], 6
monotonous (no dependent preposition), 7 hostile to, 8
immune to
Exercise 3
Answer key
Question 2: an adjective (If you look at the other
1 e, 2 c, 3 h, 4 a, 5 g, 6 b, 7 d, 8f Exercise u
labels, you will see that they are all adjective + noun.
1 collaborate/interact/cooperate,
In questions 1 and 2, the noun is given, so the
2 optimises/maximises, 3 revenue,
answer will very likely be an adjective.)
4 restructure, 5 resolve/settle
Question 3: a noun/an adjective (For question
3 the answer will very likely be an adjective + Exercise 5
noun combination to follow the other Labels. 1 A takeover is the act of gaining control of a company by
Note that no labels have articles la/ an/thel, so buying more of its shares than anyone else.
you do not need to use them.) A merger is the joining together of two separate companies or
organisations so that they become one.
Exercise 5
2 The turnover of a company is the value of the goods or
1 digital, 2 durable, 3 side supports Exercise 6 services sold during a particular period of time. A profit is an
1 g, 2d (This is different from the exact age, amount of money that
e. g. 27. An age group is a range of ages e.g. you gain when you are paid more for something than it cost
21-30], 3 h, If, 5 a, 6c, 7 e, 8 b you to make, get, or do it.
Exercise 7 3 The gross profit is the total amount of profit before any
1 none, 2 swimming ('swim' would be incorrect money has been taken away (e.g. through taxes). The net
grammatically), 3 (improve) fitness Note: she stopped profit is the profit which remains when everything that should
playing tennis so it is not an answer for 2. be subtracted
from it (e.g. taxes] has been subtracted. u If someone has
Exercise 8
copyright on a piece of writing or music, it is illegal to
1b, 3 e, A d, 5 c, 6 a, 8f Suggested
reproduce or perform it without their permission. A
answers:
trademark is a name or symbol that a company uses on
1 twice a week
its products and that cannot legally be used by another
3 9.30.
company.
u Tom, Barbara, Jenny
5 Marketing is the organisation of the sale of a product, for
5 yoga, aerobics
example, deciding on its price, the areas it should be supplied
6 Wednesday
to, and how it should be advertised. Advertising is the activity
8 staff evening off
of creating advertisements and making sure people see them.
Exercise 9
6 People or organisations that go bankrupt do not have
1 dance, kickboxing, 2 too hard, 3 (a) conference
enough money to pay their debts. If you are made
redundant, your employer tells you to leave because your
job is no longer necessary or because your employer
Questions 1-3 cannot afford to keep paying you.
10498355521, 2 silver (membership), 3 11/11th Questions Exercise 6
U-l 1 e, 2 g, 3 b, 4f, 5 d, 6 h, 7 a, 8 c
k club lane, 5 school groups, 6 free swimming, 7 Exercise 7
toddlers' pool/toddlers pool
1 entrepreneurs, 2 founders, 3 employees, 4auditor(s), 5
Question 8 manager, 6 assistant
8 evenings, Sundays
Exercise 8
Questions 9-10
9 (the) television / TV advert, 10 (reach) optimum 1c, 2 f. 3d, 4 e, 5 a, 6 g, 7 h, 8 b
fitness
Exercise 9
1 close a deal, 2 signing contracts,
10 At the office 3 raise a point, u send (them) an
email, 5 minutes the/your meeting
Parti: Vocabulary
Exercise 1
1 revenue, 2 thrive, 3 commission, k collaborate,
5 franchise, 6 restructure, 7 audit, 8 subsidiary
Exercise 2
a thrive, b restructure, c revenue, d collaborate, e
commission, f subsidiary, g audit, h franchise
Exercise 3
Listening for IELTS

Units 10-11
3 Which advertising medium, newspapers,
Part 2: Practice exercises Exercise 1
television or the internet, will the company be
1 Working in a hotel is more interesting than working
using to advertise maternity clothes?
in a bank.
u Which advertising medium, newspapers
2 Both managers and staff in the catering industry
earn low salaries.
using to advertise baby food?
3 Only a few of the company's employees have
Answers:
(any/some/a lot of] experience in IT.
1 A, 2 A, 3 c, 4B
4 The staff kitchen isn't often clean.
5 The meeting wasn't managed well. Part 3: Exam practice
Exercise 2
Questions 1-3
1 Their finances are audited by an
1 consultancy system, 2 $5,000,000/five million
outside accounting company.
dollars/$5 million, 3 headquarters
2 The travel industry involves working Long hours
although it sounds glamorous. / Questions L-b
A C, 5 B, 6 A
The travel industry sounds glamorous although it
involves working long hours. Questions 7-10
3 Designing modern office buildings is a task which 7 subsidiary, 8 employees, 9 10%/10 per cent/ ten per
is challenging. cent/ten percent, 10 relocation package
4 Employees were warned about impending job
losses by their managers. 11 Local languages
Exercise 3
1a, 2 b, 3 a, 4 a, 5 a, 6 b Exercise u Parti: Vocabulary

1 assistant, 2 ranges, 3 (client) support Exercise 1
Exercise 5 Suggested 1b, 2 g, 3 e, k i, 5 h, 6 a, 7 d, 8 j. 9 c. 10 f
answers:
a is activated: sounds/goes off/starts b make their way to: go Exercise 2
to/head in the direction of/walk to/proceed to c Once outside: 1c, 2 b, 3 f. 4 a, 5 d, 6e
When (you are) out of/
After leaving/After exiting d direct them: show them to/give Exercise 3
1 dialect, 2 sign language, 3 Rhetoric,
them directions to/point them towards e who is responsible for:
4 connotations, 5 transcription, 6 bilingual
who is in charge of f left: gone out of/vacated/made their way
Exercise u
out of/exited
Angela: I thought the lecture on UK regional
g safe to return: all right to go back/no longer
accents had some credible points about the ways
dangerous to return/safe to reenter/not
in which English is changing.
dangerous to go inside
Kevin: To be honest, I’m a little bit sceptical of
Exercise 6
some of the evidence. It seemed to me that their
1 a test, 2 personal belongings,
predictions were insufficiently detailed.
3 fire marshals, u missing people
Angela: Really? I thought the research
Exercise 7 Suggested methodology appeared to be logical.
answers: Maybe the researchers were just cautious with their
2 Which person, Sarah, Brian or Helen, makes the predictions for the future of English.
reservations for meeting rooms? 1 No
3 Which person, Sarah, Brian or Helen, sends weekly email 2 Positive: Angela, Negative: Kevin
updates to all staff in the company?
u Which person, Sarah, Brian or Helen, liaises
with the cleaning staff?
Exercise 8
Suggested answers:
television, or the internet, will the company be
using to advertise children's toys?
using to advertise baby clothes?
Answer key 1 43
3 Angela: credible, logical, cautious (They are positive and Questions 7-10
show Angela thought the lecture was good.) Kevin: sceptical, 7 reservation, 8 [Local) education authority/ department, 9
insufficiently (They are negative and show that Kevin the managing director,
disagrees with Angela.) 10 take photos of
Exercise 5
1 p, 2 N, 3 p, 4 p, 5 N, 6 p, 7 N, 8 p, 9 N, 10 p 12 Practice test
Part 2: Practice exercises Section 1
1 (Many) of the (dialects) in the (world) are (gradually dying 1C, 2 B, 3 B
out.) Questions 4-7
2 Can you (recommend ways) in (which I) can (improve! my u 14 Brightwell Avenue, 5 032217774,
(listening skills?) 6 (early) morning, 7 32.25
3 I’m (researching minority languages) for my (essay) so (I Questions 8-10
went) to the (British library) to (find out more information.) 8 (the) changing rooms, 9 (the) shoe department, 10 (the)
Exercise 2 cash desk
1 It sounds more natural the second time.
2 Thereâre many SouthÂmerican^lndian languages, Section 2 Questions 11-13
11 Midday, 12 (The) shopping district,
nonewof whichâre related to Spanish.
13 (The) Military Museum
3 Studyingâccentsîsâ good way to understandîfâ
languagewis changingôr not. Questions 14-17
uc, 15 A, 16 c. 17 B
Exercise 3
1 stopped taking Greek lesson^ soon after I left school. Questions 18-20
18 the driver, 19 7.00/7/seven, 20 discounts
2 How wiK loca/ language^ stay in use \f fewer people learn
them?
Section 3 Questions 21-
Exercise u
1 It shows the percentage. 23
21 nocturnal, 22 visual aids, 23 narrow down
2 None - Welsh, Gaelic, Cornish and Irish are all languages.
3 It refers to the recent past. h a iv, b iii, c i, d ii Questions 24-26
24-—26 (in any order): D, E, G
Exercise 5
B Questions 27-30
Exercise 6 27 long strides, 28 doughnut-shaped/ donut-
shaped/doughnut shaped/donut shaped, 29 lower 30
1c, 2 e, 3d, 4 a, 5 f, 6b
retractable
Exercise 7
Section 4
1 central, 2 dialect, 3 language, u official, 5 quickly Exercise
Questions 31-34
8 31 (temporary) hours, 32 stone,
1c, 2d, 3 b, 4e, 5a 33 geographical positioning, 34 decorative
b, d
35 individuals, 36 globalisation,
37 (70/seventy) laboratories
Questions 1-2 Questions 38-40
1 A, 2 c 38 A, 39 B, 40 E
Questions 3-6
(In any order) A, B, D, F
\uu Listening for IELTS

Collins
English for Exams
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skill hold you back.
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exercises involving single based vocabulary work at the start
speakers, pairs, a group of every unit
discussion and a mini-lecture in Essential IELTS vocabulary presented
the same way as in the IELTS
using Collins COBUILD dictionary
Listening test
explanations
Exam tips and test practice in every
Written by experienced IELTS tutors
unit plus a full practice paper at the
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Collins

English for Exams

About the authors

Jo and Fiona are co-owners of Target English, an English language training

Unit Title Topic Exam focus Page number

1 On the move Holidays and travel Completing forms; 8

3 Climate Nature and the Labelling a diagram; Completing notes; 24

4 Family Family matters Answering short questions; Completing 32

5 Starting Education Labelling maps or plans; Completing forms; 40

6 Fame Culture and Matching sentence fragments; Answering 48

9 At the gym Health and fitness Completing forms; Answering short 72

10 At the office Employment and Completing tables; 80

Audio scripts 102

The International English Language

Match the words a-h to the pictures 1-8.

Listening for IELTS

Match the words 1-8 with their synonyms a-h.

1 suitable _________ a conventional

2 Three hours will be sufficient to see all of the art gallery.

3 I don't think this hotel is suitable for children.

4 Heavy rain is common in this area at this time of year.

Holidays and travel

Now check your answers.

1 Steve is going on holiday for

5 He is going on holiday with his

6 He is going on holiday in order

Now check your answers.

10 Listening for IELTS

OUTBOUND FLIGHT DETAILS

Holidays and travel 11

Now check your answers.

Exam information: Matching (11

1 Stanford Coaches a offers the cheapest fare

2 ABSEL Buses b has an infrequent service

3 Grey Bus Company c runs an express bus

u Flyers Coach Company d has a student discount

12 Listening for IELTS

2 The Highland Hotel b business facilities

Exam information: Multiple choice (1)

Think of two other ways of expressing each answer option a-c.

O’ Listen and choose the correct answer.

2 Who is going to reserve the table?

Holidays and travel 13

SECTION 1 QUESTIONS 1-4

Bus tour time: u p.m.

Choose the correct letter A, B or c.

5 Why does a ticket for the museum cost £10?

Listening for IELTS

7 The Belleview ___________

A It is visited by famous people who work in entertainment.

Holidays and travel

Aims: Following instructions I Using the correct format I Building words

a a child ______ c a baby e a toddler ___

Match the words 1-5 with the definitions a-e.

1 youth ___ a the period between childhood and maturity

Understanding word formation is very important, as your answers will need to be

motivate 1 ____________ 2____________

Listening for IELTS

act concentrate instruct practise motivate succeed

a a child ____ c a baby e a toddler _

motivate 1 2

1 u 7 __

1 There is a chance of / __ rain in the morning, so take an umbrella

I Contrast __________ I Addition _ I Example _ I Emphasis ________________